Collaborative Action Research Studies

A vehicle for improving and sharing instructional practice

POPFASD provides funding to support action research projects that engage BC educators in collaborative activities with colleagues to investigate ways of improving instructional practices for students with FASD. For more information contact your District Partner, or contact Meredith Keery at or 250-564-6574 (local 2024).

Application Information

For application information, please contact Meredith Keery at or call 1-250-564-6574 local 2024

Sample Questions

We've complied a list of sample questions (docx) to help get you started.

Frequently Asked Questions

Can funding be used to purchase resources?

Yes, however, the focus for funding use is to facilitate collaborative enhancement of FASD knowledge and practice of educators.

Does the study have to involve more than one teacher?

Yes. Your study must involve at least two teachers, one must be a classroom teacher. We encourage projects that involve more than two teachers, other educators, and support studies that include more than one school.

When will I hear if the application is successful or not?

Once any clarification requests from POPFASD have been addressed, applications will be passed on to the Steering Committee for review and approval determination. A response will be sent to the project leader by POPFASD within three weeks of submission.

Who do I submit my completed application to?

Completed applications for projects to be undertaken during the 2017/18 school year will be accepted electronically at any time during the year up to May 31st, while funding is available. Please email completed application to

What do I need to do to receive the grant funds?

The POPFASD Steering Committee will review all proposal submissions to ensure they meet the set criteria, make recommendations as needed, and respond within three weeks of submission. For proposals that are approved, funds will be sent from the POPFASD office to an identified district contact who will be responsible for the fund's account.

What reports do I need to complete and what is the timeline?

Path One applicants must complete a final report.

Path Two applicants must complete an interim report approximately midway through the study and a final report at the end of the study. Materials, resources, data, and all other study products must be provided to POPFASD. These will be shared with others on our POPFASD website. Path Two applicants must also share their process and results at our annual District Partner Meeting held in November. Guidelines for sharing are available from Meredith Keery or 1-250-564-6574 local 2024.

Path One timeline - six months

Path Two timeline - one calendar year

Past Studies (2015 - 2017)

SD33 (Chilliwack)

Lead by Brenda Frisse

Will staffs' increased understanding of the importance of teaching self-regulation, and teacher instruction on strategies to teach self-regulation, improve the ability of FASD students to maintain the level of attending and positive engagement necessary for full participation in the regular educational program?

Teaching staff participated in monthly sessions to increase understanding of teaching self-regulation and to debrief instructional activities on self-regulation strategies used to support struggling students in regular education programs.

SD109 (7th Day Adventist BC)

Leader - Lisa Stevens

Will participation in a digital professional learning community facilitate increased feelings of competency for middle/junior high school teachers in the implementation of teaching strategies that positively impact the performance of students with FASD (or students displaying primary disabilities)?

Implementation: Middle school teachers and administrators participated in the project by attending on-line sessions consistently, discussing the online session and e-mail communication, implementing activities, trying a new way of teaching, and providing feedback to their colleagues and facilitators.

SD33 (Chilliwack)

Leader - Galen Soon

Will training special education teachers at multiple grade levels/sites in FASD and the LEIC planning tool result in better transition planning for students with FASD?

Implementation: Special education teachers spent six, half-days learning how to use the LEIC planning tool and creating plans with the tool.

SD47 (Powell River)

Leader - Theresa Verdiel

How will the use of the LEIC process increase teacher understanding and instructional response to student performance challenges?

Implementation: Special education and classroom teachers developed their ability to use the LEIC planning tool to implement appropriate supports for learners with FASD or other complex learning needs.

SD8 (Kootenay Lake)

Leader - Sandy Boscariol

Will connecting a local student with staff and student education on FASD allow people to recognize their assumptions, creating a mind shift towards a more positive experience, better seeing the potential in a student who has FASD?

  • Environmental: improved attitudes towards those who live with FASD.
  • Learner: will find a voice and be ‘change agents’ in order to challenge assumptions and create a more positive learning experience for all
  • Instruction: increased use of visuals, more multi-sensory teaching and chunking of instructions and lessons
  • Curriculum: increase in the use of adaptations and differentiated learning, greater emphasis on students using and exploring their individual strengths in relation to the curriculum

Implementation: The creation of a short documentary on the lived experiences of a student with an FASD diagnosis. As well, workshops on FASD were held for educators.

SD28 (Quesnel)

Leader - Jarret Atkins

With the help of a lead-learner team, will a school-wide implementation of The Zones of Regulation support students with and without FASD to be more regulated in their classrooms? Note: This is a continuation of a previous action research project.

Implementation: School-wide education on FASD/Complex Learning needs, development of a school matrix for positive behaviour, planning with Universal Design for Learning (UDL) framework, and Three-Tier model of support to develop positive behaviours.

SD19 (Revelstoke)

Leader - Pam Mair

Will increased/improved understanding of our own sensory needs lead to increased use of Self-Regulation strategies in our classrooms and an increase of inclusive support for complex learners and learners with FASD?

Implementation: School-wide education on Self-Regulation with a focus on appropriate use of tools, movement breaks, nature and the outdoor environment, self-awareness and self-monitoring using the Zones of Regulation.