WRaP 2.0 Instructional practice tracking template February 1, 2026 - June 30, 2026

Please complete one entry for each day you were involved in an instructional practice activity. Entries should be posted within 48 hours after the completion of the activity.

Question Title

1. Your Network (Please select the Network located in your geographical target area.) (Required.)

Calgary FASD Network

Central Alberta FASD Service Network

Edmonton FASD Service Network

Lakeland FASD Service Network

Mackenzie FASD Service Network

Northeast Alberta FASD Service Network

Northwest Central Willow Winds FASD Service Network

Northwest Peace FASD Service Network

Prairie Central FASD Service Network

South Alberta FASD Service Network

Southeast Alberta FASD Network

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2. Your first name

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3. Please enter the date of the instructional practice.

Date / Time

Date

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4. Which of the following best describes the primary target of your instructional practice?
Please complete only one of the four options.

A school and/or professionals within the school

A school authority and/or professionals from several schools within that division

A regional (involving more than one school division) or provincial professional development opportunity

Other

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5. Please provide the name of the school and school authority

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6. New school/school authority?

Yes

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7. Was the instructional practice geared at a school/school authority located in a Métis Settlement or a First Nations Reserve?

Yes

If yes, please name the Métis Settlement(s) or the First Nations Reserve(s)

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8. Type(s) of Interaction (check all that applies)

Professional learning (using slides from the WRaP 2.0 PowerPoint slides decks)

Coaching/modelling strategies in a school setting

Case consultation

Facilitating connections between schools and FASD Networks/service providers

Other (please specify)

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9. Which of the following did the instructional practice include (check all that apply)

FASD Foundation

FASD-informed teaching strategies

FASD-informed classroom (environmental) strategies

Transitions for students with a diagnosis of FASD or possible FASD

Other (please specify)

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10. Please indicate the approximate number of persons you interacted with.

Teachers, educators

Education support teams

School leadership, administration

Parents and/or caregivers

FASD service providers

Other

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* 1. Your Network (Please select the Network located in your geographical target area.) (Required.)

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* 2. Your first name

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* 3. Please enter the date of the instructional practice.

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* 4. Which of the following best describes the primary target of your instructional practice? Please complete only one of the four options.

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* 5. Please provide the name of the school and school authority

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* 6. New school/school authority?

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* 7. Was the instructional practice geared at a school/school authority located in a Métis Settlement or a First Nations Reserve?

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* 8. Type(s) of Interaction (check all that applies)

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* 9. Which of the following did the instructional practice include (check all that apply)

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* 10. Please indicate the approximate number of persons you interacted with.

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* 11. REPORT NARRATIVEThis should be a short, stand-alone, description of the instructional practice.

1. Your Network (Please select the Network located in your geographical target area.) (Required.)

2. Your first name

3. Please enter the date of the instructional practice.

4. Which of the following best describes the primary target of your instructional practice?
Please complete only one of the four options.

5. Please provide the name of the school and school authority

6. New school/school authority?

7. Was the instructional practice geared at a school/school authority located in a Métis Settlement or a First Nations Reserve?

8. Type(s) of Interaction (check all that applies)

9. Which of the following did the instructional practice include (check all that apply)

10. Please indicate the approximate number of persons you interacted with.

11. REPORT NARRATIVE
This should be a short, stand-alone, description of the instructional practice.