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Parent Advisory Council
In order to increase the involvement of parents of children with disabilities in district policy-making and decision-making, school districts must have a special education advisory council that is incorporated into the district's special education system plan.
- This advisory council may be established either for individual districts or in cooperation with other districts who are members of the same special education cooperative.
- A district may set up this council as a subgroup of an existing board, council, or committee.
- At least half of the designated council members must be parents of a student with a disability. The number of members, frequency of meetings, and operational procedures are to be locally determined.
MS125.A.24ParentAdvisoryCouncils
Mission Statement
The mission of the ASEC Parent Advisory Committee is to enhance sound district policy and decision-making for special education provision and programming by facilitating involvement and advice to the ASEC.
Specifically, the Parent Advisory Committee aims to:
- Increase the involvement of parents of children with disabilities in district policymaking through honest cooperative dialog.
- Work together with teachers and administrators to enhance the opportunity of parents with special needs children to develop advocacy skills, establish honest team relationships, and become a resource to mentor other parents.
- Work as a team with teachers and administrators to provide a compassionate, common sense source of support and information to parents and children with special needs.
Frequently Asked Questions:
What are the benefits of getting services for my child?
Early intervention has been found to be very effective in helping children reach their potential. Seeking services early is a key to minimizing the effects of the disability while allowing your child to participate in activities with other children their age.
Does my child have to be labeled?
Federal and State laws require that before special education services are provided, that a child be identified as meeting criteria in one of 13 disability categories. This label is what will open the door to services to help your child be successful.
What do the terms IEP, IFSP, IIIP mean?
These terms refer to the document that outline the special education and related services that will be provided for your child by your school district at
no cost to you.What can I do when I disagree with the services my child is receiving?
Seek more information.•
•
Talk with your child’s case manager.•
Discuss concerns with a parent advisory committee member (see back page).•
Call a team meeting and be sure to bring a friend or other interested person.Can I choose who works with my child in the school setting?
By law, you have the right to accept or reject the specific services your child receives. However, the school has the right to assign any qualified staff person to provide the service. If you have significant concerns, it is always a good idea to talk with the case manager, principal or special education director.
What does the term "developmental delay" mean?
"Developmental delay" is a general term used to indicate that your child is not achieving developmental milestones at a typical rate. Some children identified as developmentally delayed as a preschooler may, with intervention, "catch up"; other children will continue to experience delays throughout their life. For those children, the term "developmental delay" opens doors for services.
How can I work with the school to help my child develop better life skills?
At age 14 or grade 9, the IEP team starts the process of transition.•
•
Transition planning looks at five areas:o
post secondary training,o
employment,o
home and daily living,o
recreation and leisure ando
community participation.•
Some skills are better worked on in school; while others are more easily accomplished at home or in the community.•
As the student approaches graduation, support agencies may become involved.•
Working as a team is the key for your child’s lifelong success.Is my child required to pass the Basic Standards Assessment to graduate?
Your child's IEP team determines whether your child should pass at the state level, individual level or is exempt from the test. This determination is based on the severity of your child's disability. Your child's permanent record will reflect the level at which they passed.
Can my child who has a severe disability live independently?
Even children with the most severe disability can and do live independently from their parents. Early transition planning is important. County Social Services and other agencies provide a wide variety of services that allow adults with disabilities to live independent productive lives. Parents should explore options early.
Chair person: Brenda Baumer
Parent Name School District Phone Brenda Baumer East Grand Forks 218-773-1042 84baub@state.nd.us Russell & Dawn Bly Fosston rbly@fosston.k12.mn.us or
dbly@fosston.k12.mn.usJeffery & Linette Clifton Plummer 218-465-4545 Climax-Shelly Sue Sannes Fertile/Beltrami 218-945-6278 suess@gvtel.com Brian & Sheryl Schanil Warren/Alvarado/Oslo 218-775-8829 bschanil@juno.com Fisher Jim & Veronica Whitehead East Grand Forks 218-893-4495 whitehead@rrv.net Steve & Maureen Hams Red Lake Falls 218-253-2267 mhams@corpcomm.net Jesse & Elizabeth Lee Ada-Borup ealee@loretel.net Norman County West Dave & Linda Haugen Stephen/Argyle Central 218-437-6990
Updated 3-20-09
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