Required IEP Sections in New Mexico
What sections are required in an IEP in New Mexico?
New Mexico IEPs must contain all federally required components under 34 CFR 300.320 and are governed by NMAC 6.31.2.11. Every IEP must include: (1) a statement of the child's present levels of academic achievement and functional performance; (2) measurable annual goals; (3) a description of how progress toward each goal will be measured and reported to parents; (4) a statement of special education and related services, supplementary aids and services, and program modifications; (5) an explanation of the extent to which the child will not participate with nondisabled children in general education; (6) individual appropriate accommodations for state and district-wide assessments or, if the child will take an alternate assessment, an explanation of why; (7) projected start dates, frequency, location, and duration of services; and (8) transition services components beginning at age 14 (6.31.2.11(G) NMAC). New Mexico adds a notable requirement that IEP teams must document each member's signature and position to confirm attendance (6.31.2.11 NMAC). For students with autism spectrum disorder, the IEP team must consider and document eleven specific research-based strategies including extended school year, positive behavior supports, family training, and peer-reviewed educational practices (6.31.2.11 NMAC). For students with hearing or visual impairments, the IEP team must provide information about specialized state-supported schools at the IEP meeting. Academic IEP goals must align with New Mexico content standards and Common Core standards (K–12), though functional goals do not need to align with standards (6.31.2.11 NMAC). Short-term objectives or benchmarks are required only for students participating in the state's alternate assessment (DLM), not for all students (34 CFR 300.320(a)(2)(ii)).
What New Mexico Requires
Every IEP must include present levels, measurable annual goals, progress measurement procedures, services, participation explanation, assessment accommodations, and service start/duration details (6.31.2.11 NMAC; 34 CFR 300.320).
Each IEP must include the signature and position of every IEP team member and participant to document attendance (6.31.2.11 NMAC).
For students with ASD, the IEP team must consider and document eleven research-based strategies including PBS, family training, extended school year, and peer-reviewed practices (6.31.2.11 NMAC).
Academic IEP goals must align with New Mexico content standards and Common Core standards (K–12); functional goals are exempt from this alignment requirement (6.31.2.11 NMAC).
Short-term objectives or benchmarks are required only for students taking the Dynamic Learning Maps (DLM) alternate assessment (34 CFR 300.320(a)(2)(ii)).
Beginning at age 14, the IEP must include transition planning components including a proposed individual program of study for grades 9–12 (6.31.2.11(G) NMAC).
FAPE must be available to all eligible children with disabilities ages 3 through 21, or through the end of the school year in which the student turns 22 (6.31.2.11 NMAC; NMSA 1978 § 22-13-8).
Key Timelines
An initial IEP must be developed following the eligibility determination meeting and must be in effect before special education services begin (6.31.2.11 NMAC; 34 CFR 300.323(a)).
The IEP must be reviewed and revised at least annually (6.31.2.11 NMAC; 34 CFR 300.324(b)).
The IEP must be in effect at the beginning of each school year (34 CFR 300.323(a)).
For transfer students within New Mexico, the receiving LEA must provide comparable services until a new IEP is developed (34 CFR 300.323(e)).