Formerly known as MOFAS: Minnesota Organization on Fetal Alcohol Syndrome

Exciting News
from MOFAS

If you're looking for the Minnesota Organization on Fetal Alcohol Syndrome (MOFAS) you have come to the right place. We have some exciting news about our organization. We have a new name! MOFAS has officially been renamed Proof Alliance. Our mission remains the same: to prevent prenatal alcohol exposure and to improve the quality of life for people living with fetal alcohol spectrum disorders (FASD).

Why PR%F

We now have the proof that prenatal alcohol exposure is a leading cause of brain injury in children. We have the proof that FASD is 100% preventable and people living with an FASD can reach 100% of their potential.

Why Alliance?

We seek to build powerful alliances with people with an FASD, their families, legislators, experts in the field, new partners, and community members to bring awareness, research, and services to this field.

What's Next?

Proof Alliance is rebranding, expanding, and we're moving! We have a new logo, website, and prevention campaign to help change the norms around drinking during pregnancy. And in May 2019 we will be moving to a stand-alone building. Proof Alliance commits to the people of Minnesota and we will continue to develop transformative programs to help Minnesotans impacted by FASD.

Transition Planning (Ages 14-21)

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  1. Transition Plan Overview

    What? When your child turns 14 or starts 9th grade, it is time to start thinking about life after school and begin writing a Transition Plan. A Transition Plan identifies the supports the student needs to be able to make the transition from school to working and living in the community and provides a plan […]

  2. Transition Programs

    What? When students are 14 years old or in ninth grade, the IEP team will begin to develop goals for transition. Many schools have students complete a Transition Inventory. Students are eligible to receive transition services until the summer after they turn 21. Transition programs allow students with disabilities to attend secondary career and technical […]

  3. Evaluation

    What? During the transition planning years an evaluation that provides the team information on the student’s needs, strengths, goals for the future and what assistance is needed to achieve that goal needs to be completed. The assessments consist of interviews, file reviews, formal testing tools and should address each of the five areas of transition—post […]

  4. Planning Post-Secondary Accommodations

    What? When a student receiving special education services graduates from high school and moves on to a post secondary education setting such as college or trade school, the Individual Education Program (IEP) that they were receiving services under at school does not follow with them. While higher education opportunities are required by law to provide […]

  5. Post-Secondary Options

    What? Post secondary options include higher education opportunities such as a two year or four year degree program. It also includes other learning opportunities such as Job Corps, short term training programs for job specific areas such as construction and welding; adult education through Community Education and Occupational Training schools. Post secondary options provides an […]

  6. Employment

    What? Employment options and skill development is one of the core pieces when transition planning is taking place. In recent years, the state has put increasing importance on finding meaningful, competitive employment for youth transition from the high school setting. Employment options include competitive employment where the individual applies for and secures a job through […]

  7. Independent Home Living

    What? Independent home living is about giving our children the ability to live in the most least restrictive setting. Like most children who leave home after high school to attend further schooling or life on their own in an apartment, many of our children can and do experience those changes. Independent living can take on […]

  8. Recreation and Leisure

    What? Everyone needs a hobby or interest that gets them up out of their chairs and in to the community interacting with other with similar interests. Young adults with an FASD are no different than most in their need for a little recreation and leisure type fun in their lives. Like all of the other […]

  9. Community Participation

    What? Community participation is a key component for building a strong support system for our children. Stepping outside of having others help our children to providing opportunities for our kids to help others gives our children a sense of belonging, a sense of pride and confidence in themselves, an opportunity to make friends and extend […]

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