Who we are
The Provincial Outreach Program for Fetal Alcohol Spectrum Disorder (POPFASD) is funded by the British Columbia Ministry of Education and has been in existence since 2006. We are located in Prince George, British Columbia and hosted by School District No. 57. A multi-district Steering Committee offers advice, direction and feedback. The mandate of our program is to increase educators’ capacity to meet the learning needs of students with Fetal Alcohol Spectrum Disorder.
We share current research, ideas, strategies, training and resources in order to build capacity in school districts for students with FASD and their teachers. We also liaise with designated POPFASD District Partners from each district; this allows us to communicate through one key individual from each district regarding in-service and support need. We are a team of 3.0 teachers, a 2.0 Technical Analyst, and a 0.5 Office Assistant.
What we do
- Provide access to resources via the website
- Deliver online eLearning videos
- Facilitate and present workshops as requested
- Facilitate and present online FASD training
- Provide supports and resources for District Partners
- Liaise with other Ministries
- Synthesize and share current FASD research
- Provide consultation and support to teachers
- Consult and liaise with the experts in the field of FASD
- Facilitate information sharing
- Provide support and training for educators of students living with FASD
- Build district capacity to serve students in their home school districts by working with a District Partner
- Provide online access to information, eLearning videos, resources and training
- Synthesize and share current research and successful practices to support students with FASD
- Share knowledge and practice
- Liaise with school districts, the Ministry of Children and Family Development, the Ministry of Health, and our multi-district Steering Committee
The POPFASD team is committed to the step-by-step journey of decolonization, truth, and reconciliation with one another, First Nations, Metis, Inuit, and Urban Indigenous peoples of Canada. We acknowledge that Indigenous individuals and their communities are erroneously and unfairly burdened with multiple layers of stigma associated with FASD (Fetal Alcohol Spectrum Disorder) and the systemic racial and cultural bias which has led to it.
FASD is a neurodevelopmental condition that can affect anyone regardless of culture, age, gender, or financial status. We know that structural barriers constrain access to the social determinants of health. These barriers are unacceptable and impact learning, equity, and self-determination for First Nations, Metis, Inuit, and Urban Indigenous peoples in our classrooms, schools, and communities.
As we continue to learn about and locate the inequities that structural biases in our education, health, social, and justice systems cause, we accept personal and professional responsibility to act, specifically with the TRC calls to action as they inform our provincial mandate to increase BC educators’ capacity to meet the educational needs of students with FASD.
We value relationships, in every aspect of learning and in our collaborations with educators and communities throughout the province. We humbly offer that it is through relationships that we can risk, make mistakes, accept feedback, and grow a better and more just and equitable present and future for children and their families.
- Teacher Consultant, Program Lead
- 250-645-4333 (local 2023)
After traveling and teaching in lovely places such as Yellowknife, Mexico, and Montana, I decided to teach in Prince George for just one year…fast forward 14 years and I am still here and thankful to be raising a family in such a beautiful area of BC. I have a Bachelor of Education from the University of Alberta and a Master of Education in Leadership and Administration. As an educator, I have had a variety of roles (high school and middle school Resource Teacher, intermediate classroom teacher, and sessional instructor for VIU and UNBC) which all provide valuable insight and connections to the material and concepts we share. This is my fourth year with POPFASD, and I fully appreciate the many opportunities we get to enhance teachers’ understanding of FASD and their students’ learning experiences.
- Teacher Consultant
- 250-645-4333 (local 2019)
Hello, my name is Trina Chivilo. I am a Classroom Teacher with 12 years of experience in Kindergarten and Music Education at a community school called Harwin Elementary. I feel deep gratitude for the colleagues, students, and family care-givers who supported my growth as a teacher and welcomed me into the fold. I believe that it “takes a community to raise a teacher” and I humbly endeavor to share what I know and learn about FASD with a great new team in a new provincial community. I was honoured with a national research prize last year (Canadian Educational Researchers' Association) for advancing teacher inquiry. I earned a BA in First Nation Studies (minor Anthropology) and a MEd in Curricular Design (focus Performative Inquiry). I sometimes teach and mentor for SFU, UNBC, and my school district. I am Metis. I love hard questions, writing songs, playing stringed instruments, and making people laugh.
- Teacher Consultant
- 250-645-4333 (local 2024)
I’ve served the public and private school systems as both a General Education Teacher and Special Education Teacher for more than twenty-five years. Most recently, I've endeavored to share my experiences, skills, and knowledge with educators as a District Itinerant Assessment Teacher and a District Itinerant Resource Teacher. It has also been my privilege to serve as a sessional instructor at UNBC for Pre-Service Teachers, and as a Special Education Teacher who coordinated multi-disciplinary community services for students with exceptional needs within a distance education program. I have a Master of Education in Special Education (with distinction), and as part of my research within the graduate program, I examined the effect of regularly structured collaborative opportunities for school teams (Classroom Teachers, Paraprofessionals, and Special Education Teachers) on teachers’ perceptions of inclusion. On a personal level, I find peace and incredible joy when I am wandering in solitude in the Rockies or riding my mountain bike on the local trails. It’s truly an honour to be a part of POPFASD. I am looking forward to sharing knowledge, insights, and experiences with individuals across the province as we move towards a better understanding of FASD and equitable opportunities for all.
- Technical Lead
- 250-645-4333 (local 2015)
It is said that IT is an industry that never sleeps, which is fitting because as a father of three young children, neither do I. When I graduated, Y2K was still a fresh memory. After high-school I started working at an Internet Service Provider as the industry was moving from dial-up to broadband. Twitter was only a few months old when I joined School District 57, and I joined POPFASD on the 40th anniversary of the first email. A lot has changed, but a few things haven't: I love to build (mostly useful) things, I'm passionate about computing, and I tend to speak about both of these things until peoples' eyes glaze over. Fortunately, POPFASD provides many challenging, yet rewarding opportunities and is staffed with folks who champion my strengths and graciously accommodate my stretches.
- Program Secretary
- 250-645-4333 (local 2020)
As Program Secretary, Talia keeps POPFASD running by minding the many details of the program's day-to-day operations. From tracking expenditures to organizing our annual conference, she plays a important role in keeping the program running smoothly.
- Program Administrator
Lisa is the POPFASD Program Administrator. She is also the Director of Instruction for the Inclusive Education department of SD57 (Prince George).