Region IX provides broad-based and comprehensive educational services to support children, families, member school districts and communities. Direct services include early identification and intervention services for children, support for preschool and school age students with special needs, support for students to transition into the post-secondary setting, and technical assistance for member districts in the areas of regulatory compliance, service delivery, program implementation and professional growth.
• Child Find: Child Find screenings are conducted to help districts identify students who might be in need of early intervention services. Comprehensive screenings provide valuable information to schools and families regarding the developmental needs of children. Free developmental screenings are provided in collaboration with communities and member school districts through REC IX to help locate, identify, and evaluate children with developmental delays or disabilities ages birth through 21. Collaboration between community resources, early childhood program providers, and school districts increases the efficiency of services to children and families and maximizes their educational support.
• Related Services: REC IX supports the provision of related services for special education programs for member districts. Related service personnel provide supports that are required to assist a child with a disability to benefit from special education instruction. Related services include speech/language pathology, audiology services, physical and occupational therapy, psychological services, school social work, early identification and assessment of disabilities in children, vocational rehabilitation counseling, orientation and mobility services, and nursing services.
• Post-Secondary Transition: The outcome of the post-secondary transition service is to provide young adults with the necessary skills to become successful adult citizens. Transition services are incorporated into special education programming and focus on supporting students to achieve their vision for the future. REC IX staff members provide training in the development of transition services within school districts and also serve as liaisons with outside agencies to facilitate successful transitions.
• Special Education Compliance: Special education services are determined based on federal and state regulations. REC IX staff works closely with school districts to ensure implementation of Student Assistance Teams to support appropriate identification of students suspected of having a disability. If a disability is suspected, a full and individual evaluation is completed by licensed school staff. REC IX provides targeted professional development and technical assistance to support staff in conducting full and comprehensive individual evaluations. If a student is determined to be eligible for special education, an Individualized Education Program (IEP) is developed. The IEP is the legal document that outlines the support for students in special education. REC IX staff members provide technical assistance in the development, implementation, and interpretation of the IEP process for families and staff.
• Educational Plan for Student Success (EPSS): EPSS is the district document which identifies need based on school data and outlines plans for improving student success. REC IX staff work closely with member districts to support data-driven decision-making and resulting evidence-based instructional supports. Regional, district and individual staff support are provided based on identified needs.
• Professional Development: REC IX provides training support for mentorship, three-tiered licensure and dossier development, Family Educational Rights & Privacy Act, reporting suspected abuse and neglect, and educational regulation requirements.
For further information about educational services offered through REC IX contact:
Dahn Freed: Educational Services Director / Child Find Coordinator
Phone: (575) 257-2368 Ext: 112
Fax: (575) 257-2141
For information contact Child Find Services at Region IX Education Cooperative (257-2368) or the elementary school in your area.
Overview: The Region IX Education Cooperative coordinates the use of Medicaid reimbursement funds to improve health related services for all children in the seven member school districts including Capitan, Carrizozo, Cloudcroft, Corona, Hondo, Ruidoso and Tularosa.
Background: New Mexico schools provide a variety of health-related services to students. The Individuals With Disabilities Education Act (IDEA-B) and Section 504 require schools to accommodate students who have a disability and who are in need of services. The expense of these services is managed by the school districts through a combination of federal, state and local funds.
The Medicare Catastrophic Coverage Act of 1988 (MCAA) and the Omnibus Budget Reconciliation Act of 1989 (OBRA ’89) gave state Medicaid programs the authority through the Early and Periodic Screening, Diagnosis and Treatment (EPSDT) initiative to reimburse schools for the expenses of health-related services including screening activities and related services provided to Medicaid eligible children as part of the Individual Education Program (IEP) or an Individual Family Service Plan (IFSP).
This program does not affect the Medicaid status of families in any manner.
Reimbursement Provides Health Services for all Children: Schools receive Medicaid reimbursement for providing a broad range of preventative and remedial health care services as described in a plan adopted by the State Human Services Department for the state of New Mexico.
A plan to address regional health care issues was developed by an advisory group of local health care providers, students, parents and school personnel.
Some of the services/activities funded by Medicaid School-Based Services include:
· Increased school nursing services in all districts;
· Mental health counselor;
· School social workers; · Health-related equipment and materials;
· After school child care programs;
· Personnel development and training activities for healthcare providers; and
· School Based Health Clinics
Federal Medicaid reimbursements provide the funding for the health-related services described above.
One of the primary purposes of the Individuals With Disabilities Education Act (IDEA) is to ensure that children with exceptionalities are prepared for employment and independent living. At age 14, or sooner if appropriate, IEPs become future-directed. Part of the IEP team discussion and decision-making must focus on designing and implementing an educational program and experiences that prepare students for transition to adult life. These transition-planning activities are a required component of an IEP for students 14 and up. If a student will reach the age of 14 during the IEP year, transition planning for secondary coursework must be included in the IEP for that year.
Incorporating transition into the IEP includes early identification of, and planning for, the student’s post-school goals by defining a course of study. The course of study reflects the student’s long-range goals, preferences, interests and needs. Development of self-determination and self-advocacy skills enhances the student’s abilities to confidently transition into the post-secondary setting.
The IEP committee considers the following in development of a future-directed plan:
The IEP represents and supports the vision of the student and the students family.
Transition includes linkages with adult services agencies and shares responsibility for transition between family, school and the adult agencies.
Transition planning promotes the development of self-determined young adults who are prepared to advocate for their needs.
Transition planning considers academic, related services, recreation/leisure, adult/daily living, community and post-secondary setting needs.
Transition services represent a coordinated set of activities.
Beginning by age 14, the student’s IEP must include a planned course of study, designed to select high school courses based on the student’s post-school goals and graduation requirements. Students in New Mexico may graduate using one of three pathways to a diploma. The IEP team determines the most appropriate pathway based on the student’s needs and impact of the exceptionality.