1. The Fort FASD Pilot Classroom

2. Housed within the Encompass Learning Section 23 School
The Program Design
Operated jointly by Carizon and the Waterloo Region District School Board
Housed within the Encompass Learning Section 23 School
Pilot Project in it’s second year
Based on models from Alberta and British Columbia
Designed to meet the needs of children living with FASD EM

3. The goal of The Fort is to provide a:
The Program Purpose
The goal of The Fort is to provide a:
safe and supportive environment
for children who are living with FASD and struggling to be successful in a community school
and require, or would benefit from, a specialized therapeutic and learning environment
where their unique strengths and needs are understood, and they can receive appropriate supports EM

4. Multi-disciplinary approach Our Team:
The Team
Multi-disciplinary approach
Our Team:
1 WRDSB Teacher
2 WRDSB Child and Youth Workers
1 Carizon Children’s Mental Health Worker
1 Carizon Child and Family Therapist EM
Training and consults with SLP and OT

5. The Students Admission Criteria: 8-12 years of age
Residing in Waterloo Region
Has an FASD Diagnosis
Struggling to be successful in a community school and requires OR would benefit from a specialized therapeutic and learning environment EM
-Has a formal diagnosis on the FASD spectrum (FAS, pFAS, ARND)
-Program not just for kids who “need” it; also for kids who would benefit from it- always have to weigh out risks and benefits for individuals- potential benefits must outweigh potential risks
year
year
Number of students 4 6
Ages of students
9-12
8-12
Gender of students
4 male; 0 female
6 male; 0 female

6. Classroom Strategies and Design

7. Classroom Design Simplistic and Calming
Clearly defined and “concrete” work areas
Colour coding
Independent calming area
Visual labels
Designed in collaboration with an OT
Based on models in other provinces

8. Behaviour Strategies Relationship development
Individualized strategy wall for students
Positive Reinforcement-“Classroom Bucks”
Consistency
Concrete labeling of expectations- “Black and White”
Enabled
Results expected to feedback into program improvements
Parental informed consent reached and then survey completed and sent to the PI.
Parents first provided consent for their child to participate then assent was reached per child before conducting the interview.
Sole contact was between PI and the Parent or PI and the Student.

9. Learning Strategies Repetition Visuals
Chunking and focusing on only one task at a time
No formal assessments
Immediate and constant feedback
Cueing and consistent language
Clear expectations and directions
Differentiated instruction

10. Therapeutic Strategies
Individual Therapy
Child
Parent/Guardian
Family Therapy
Music Therapy
Animal Assisted Therapy
KERRI
Utilize various modes of therapy – client-centred approach (adapting modalities to the child’s developmental, intellectual, and emotional needs)Therapeutic Modalities: Therapy may include aspects of Cognitive Behavioral Therapy (CBT), Trauma-Focused CBT, Grief-Focused CBT, Dialectical Behavioral Therapy (DBT), Play Therapy, Mindfulness, Narrative Therapy, Solution-Focused
Crisis prevention, intervention and recovery
Emotional regulations strategies
Including concepts of emotional awareness, expression, and regulation:
Emotional Awareness = Recognition and identification of basic and complex emotions. Recognition of physiological signs and symptoms associated with comfortable and uncomfortable emotions. Gaining an understanding of the relationship between our thoughts, feelings and behaviors.
Emotional Expression ­= Verbalization and behavioral expression.
Emotional Regulation Skills = learning coping strategies and practicing these techniques within individual and family therapy sessions, as well as in the school, home, and community environments.
Coping Strategies:
Deep abdominal breathing
Visualization
Meditation (being present in the moment)
Yoga
Positive self-talk
Alternate Thinking (aspect of CBT) – considering evident/contrary evidence to our thoughts
Progressive Muscle Relaxation

11. Evaluation EM
Formative Evaluation- evaluating as we go to inform what we do

12. Phase I: Parent Self-Report
Parents tell us they like:
Experiencing less stress
The small class size and curriculum modifications
The staff’s understanding of their child
The focus on positive interactions
Their kids are attending school every day
Their kids are happier; less anxious
Their kids are enjoying positive peer relationships
Their kids are experiencing greater academic success
They feel respected EM
-Biggest challenge consistently reported about previous experiences was missing work as a result of their child being sent home from school
-Significant reduction in the degree to which this was a problem since starting the Fort
-Staff-parent interactions are more balanced, positive- “there is a focus on his positive gains rather than his “bad” behaviour. It is never talked about that way at all which is so refreshing”.
One parent said, “The best is that he attends school every day and we don’t have to fear that he’ll be sent home. That was heavy on him and was leading to a hatred of school. His renewed enjoyment helps everything as it is not a chore to get him to go- he likes it”
Kids are referring to classmates as “friends”
Respect- “I am treated like I know my child- my suggestions are respected”
“We’re all in this together” (kids, staff and parents)

13. Phase I: Student Interviews
Kids tell us they like:
Their friendly and understanding teacher
The routines
The physical environment
The class size
The shortened day
Follow-through on commitments
Not as “strict”
That they don’t get kicked out of class EM
Teacher- compassionate, smiles
Physical environment- both its design (light filters) and consistency
Class size- physical space is smaller, fewer kids
Don’t get kicked out- students were reflective of past school experiences and each one demonstrated an awareness of being “stored away”
Commitments- staff uphold the “promises they’ve made”
Not as strict-

14. Phase I: Parent Self Report & Student Interviews
Evaluation Next Steps
Phase I: Parent Self Report & Student Interviews
Results and recommendations have been reviewed and are being implemented
Phase II: Staff Surveys & Parent Focus Group
Data to be reviewed in fall 2014
Phase III
To be implemented fall spring 2015 EM
-PHASE I: Implementation of recommendations- team will talk about that more soon
-PHASE II: reports being generated and will be shared with team and planning team this fall
-PHASE III: currently being designed and will roll out in stages over this year- will likely include follow-up student interviews, among other things

15. 2nd year of Pilot Program Changes and Development

16. What’s new: 6 students More individualized programing
More immediate and concrete
Social Skills development
Whole school activities
Consistent staff
Transition planning
Here are some other ideas from Kerri and I
-social skills “programming” instead of development
-recess with the rest of the school
-gym class
-participation in school board activities (i.e. section soccer, etc.)

17. Any questions?