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HIM PAC ACTIVITIES : TAPPING THE <br /> STRENGTH OF THE PARENT- SCHOOL <br /> COLLABORATION <br /> A. Encouraging Parent <br /> Turnout <br /> In many districts, it is an ongoing chal- <br /> lenge to attract a sizeable group of <br /> parents to participate in the PAC. Often, a <br /> handful of parents comprise the core of <br /> the PAC, and PAC leaders spend a good <br /> share of their time trying to inform par- <br /> ents and get them involved in the council <br /> in any way. The reality is that not only do <br /> PACs offer information, support, activi- <br /> ties, and resources to new parent <br /> members who join, but also, the more <br /> parents who become members, the more ® � . <br /> potential the PAC has to have greater im- <br /> pact in the district. However, even if a <br /> PAC serves a very small number of mem- <br /> bers, its mere existence—and the <br /> opportunities it offers to those parentswho choose to participate---is important. - <br /> Because students' ISPs are confidential «g <br /> and a PAC chairperson cannot simply <br /> obtain a list of these students' names due <br /> to confidentiality, sometimes it helps to ® - <br /> work out arrangements with the special <br /> education administrator to reach families. <br /> For example, in some districts, PACs are ® a <br /> able to request that the special education ® - , . •® . <br /> administrator mail out materials produced -by the PAC—such as newsletters, or ® d <br /> training announcements--to all families of <br /> students with disabilities. In other dis- <br /> tricts, PAC information is distributed to <br /> families at 1EP meetings. By taking this <br /> approach, the PAC can ensure that it has - <br /> informed every family of a child with a F* , <br /> disability, .while also protecting the confi- <br /> dentiality of all students. <br /> 8 <br />