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.

Community Participation


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 the circle of support. It provides them with a sense of satisfaction in knowing that they can help others as others help them.


Students of transition age (14-21) who are receiving special education services under an Individual Education Plan (IEP) and students of transition age who are in the process of assessment for special education services must have the transition area of recreation and leisure included in their IEP/ Transition Plan.


The IEP team should assess the student’s self advocacy skills, identify the student’s interests and skills in this area. Assistive technology needs should be considered as way to participate in the community more independently. The team should also look at what extended school involved activities such as choir and yearbook can provide the student with an opportunity to gain a skill that can extend past high school. Schools are required to provide supports such as a para professional for after school activities if the student requires those supports to participate in the activity.


Community on Integration:
MN Council on Disability:
PACER Transition Tool Kit:

Looking for volunteer opportunities but not sure where to start?

  • Ask your friends, neighbors, church members, and people at your work for ideas
  • Check out the non-profit agencies in your community
  • Humane Society
  • Hospitals and nursing homes
  • Park and recreation centers
  • Food pantries
  • Church
  • Library
  • Ask your child!
Share this page:

Support &

Women &

Training &