Research indicates that parental involvement is a key role in student achievement. The purpose of this study was to explore the ways public school districts in New Jersey communicate to parents regarding their Special Education Parent Advisory Group (SEPAG). This document analysis reviewed the descriptive language presented in each school district's Special Education Parent Advisory Group Plan. This qualitative research examined 30 elementary Special Education Parent Advisory Group Plans, seeking to better understand how public school districts communicate their respective plans and how the information aligns with what is mandated by the state of New Jersey. The data displayed compliance with the mandated requirements of each school district's Special Education Parent Advisory Group. Overall, most plans aligned with the states requirements of forming and organizing a SEPAG. However, the information included within individual SEPAGs varied. Implications for policy and practice are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]