Contact List

Name of Title Phone Number Email Address

Professional
District
Dianne Kay Director of (506) 444-4035 Dianne.Kay@gnb.ca
Curriculum and
Instruction
Janice Miller Administrative (506) 462-5180 Janice.miller@nbed.nb.ca
Assistant
Education Support
and services
Wayne Annis Director of (506) 444-5725 wayne.annis@gnb.ca
schools
Judith Lane Subject (506) 453-8676 Judith.lane@nbed.nb.ca
Coordinator
Education Support
Services (K-12
Colin Dolan Education Colin.Dolan@nbed.nb.ca
Support/ Resource
lead
Lori Jones-Clark Subject (506) 453-6082 Lori.jones-clark@nbed.nb.ca
Coordinator
Literacy
Karla Deweyert Director of (506) 4625-180 Karla.deweyert@nbed.nb.ca
Education Support
Services
Colin Dolan Subject (506) 457-7682 Colin.dolan@nbed.nb.ca
coordinator
Marie-Helene Speech Language (506) 453-6969 Marie-Helene.Michaud@nbednb.ca
Michaud Pathologist
Amy Wood Autism Lead (506) 457-7639 Amy.wood@nbed.nb.ca
Pendle Dewhirst School (506) 453- 3185 Pendle.Dewhirst@nbed.nb.ca
psychologist
Janice Gange Resource SPR (506) 453-5435 Janice.gange@nbed.nb.ca
Fredericton high
school
Sarah Morrison- Occupational (506) 474-4019 Sarah.Morrison@Horizonnb.ca
Kenny therapist
Outside
Agencies
Mental Health (506) 452-5400 Community@HorizonNB.ca
Joan Wright and Private (506) 454-7430 office@joanwright.ca
Associates Psychologist
Dr. Amy Otteson Private (506) 471-4621 amy@ottesonpsych.com
Psychologist
Chimo helplines Helpline (506) 450-4357 chimo1@nb.aibn.com
Social (506) 453-2001 sd-ds@gnb.ca
development
Family Counseling (506) 458-8211 info@familyenrichment.ca
Enrichment and Service
Counseling
Service
Northside Counseling (506) 455-4976 northsidecounselling@outlook.com
Counseling Service
Service
The Role of 3 Professionals
Speech Language Pathologist
Speech Language Pathologist (SLP) are professionals who are concerned with the
identification, assessment and support of speech, language, communication and swallowing
needs of the students in the school system. The SLP works closely with other professionals on
the ESS team such as teachers, occupational therapists, and many others. The SLP key role in
schools is to diagnose children with different speech language and communication needs.
Once the diagnosis has been made the SLP role is ensure a supportive environment to
encourage the student to learn. Next the SLP will continue to provide further assessment to
determine specific areas of concern and strategies to support development. Among the other
roles of the SLP are such things as supporting the families and other professionals and
supporting both good practice in the classroom and educational target setting and evaluation.
Overall the vital role of the SLP is to work directly with the children with speech language needs
as well as supporting the teacher and educational assistant to differentiate the curriculum
appropriate and provide the necessary training.
There are several three-tiered models available on the internet. One of the better RTI
models has been created by Georgia School Board. The models break down into four sub-
sections, language concerns, articulations/speech concerns, fluency (stuttering) and voice
referrals. The one created by The Georgia School Board is broken into three different category
that describe the role of general education, the role of the SLP, and materials/resources needed.
In the sub-category of voice referral tier one interventions include “teacher may notice indicators
of a voice problem monitors progress more closely, provides models, and uses instructional
strategies/differentiated instruction to assist student.”(Georgia State School Board) Tier 2
interventions include, “Problem solving process: identify 1 to 3 strategies that teacher should
implement in the classroom – these involve general strategies such as modeling, reminders for
appropriate loudness, vocal hygiene, etc.)” (Georgia State School Board) Finally, tier 3 included
such things as “Recommend referral to special education if slow rate of progress, voice
problems are pervasive across many settings, or appear to be increasing and educational”
(Georgia State School Board)

References:
Georgia State School Board “Speech-Language SLP’s Role in Tiers of RTI”
http://www.omnie.org/guidelines/files/Role-of-the-SLP-in-Response-to-Intervention.pdf

The Communication Trust Uk “Working with Speech and Language Therapists”

https://www.thecommunicationtrust.org.uk/media/167275/s1_working_with_speech_and_langua
ge_therapists_final_jb.pdf
Occupational Therapist
An Occupational Therapists (OT) is a care professional who work with children in a
variety of setting such as schools. The OT’s key role of is to assist the children with the
development of motor skills both fine and gross appropriate for their age. Fine motor skill are
important for such things as printing, drawing, cutting with scissors and doing up buttons and
zippers. Gross motor skills are necessary for stable posture, skipping, running catching balls or
riding a bike. If a child has difficulties with either fine or gross motor skills they will have
difficulty participating in daily life at school. The OT as a part of the ESS team implements
supports that will enable the student to succeed in school. The OT will help teachers learn to
recognize and help children who may have motor skills problem which is making some daily
activities a challenge to learn and master.
According to the Can Child web cite the OT has four main roles which include,
assistance in the development of the individual learning profiles, aid in the development of
differentiated instructional strategies, recommendations for materials, tools and/or technology to
facilitate learning, participation in enhancing teacher capacity through in-service and provision
of resources and access to community resource that can help the student, the family and the
teacher (Can Child). There are 3 tier models available on the internet. One of the most helpful
web cite called tools to grow. Where it clear lays out the role of the OT. In the first tier the OT
must observe the child and advise the teacher how to assist the student. Second tier involves
more intensive interventions that assist the student in a small group. Finally, in the third tier
involves more direct interventions with the OT individually (tools to grow)

References
Can Child “Occupational Therapy Role in the School: Partnering for Change Model”
https://www.canchild.ca/en/resources/209-occupational-therapy-role-in-the-school-partnering-for-
change-model

Tools to grow “ The Possible Roles of Occupational Therapy within the Response to Intervention
Model https://www.toolstogrowot.com/blog/2015/11/08/the-possible-roles-of-occupational-
therapy-within-the-response-to-intervention-model
School Psychologist

School psychologist (SP) provide direct support and interventions to students, consult
with teachers, families and other members of the ESS team, to improve support strategies, work
with school administrators to improve school-wide practices and policies. The SP, also
coordinate needed services to support students to help the student achieve success in school.
The SP has six main roles which are, improve academic achievement, promote positive behavior
and mental health, support diverse learners, create safe positive school climates, improve family
school partnerships and improve school-wide assessments and accountability monitor individual
student progress in academics and behavior. ( NASP)
School psychologist have also adopted an 3 tier response to intervention (RTI) model.
RTI has expanded the psychologist assessment “tool kit”. The roles of a school psychologist are
best summed up by the Michigan Association of School Psychologists:

School psychologists are among the best-trained professionals in the school district to help
develop, implement, and evaluate new models of service delivery. These roles include:
 Identifying and analyzing existing literature on problem solving and RTI in order to determine
relevant and effective approaches for the local district (or state).
 Working with administration to identify important stakeholders and key leaders to facilitate
system change (obtain "buy-in").
 Conducting needs assessments to identify potential obstacles, concerns, and initial training
needs.
 Designing evidence-based models that best fit local needs and resources.  Planning for and
conducting necessary staff training for implementation (e.g., training in evidence-based
instructional interventions, evaluating student progress).
 Developing local norms for academic achievement (e.g., curriculum-based measures and other
measures of student progress) and monitoring the reliability and validity of these norms over
time.
 Implementing and evaluating pilot projects.
 Overseeing district level implementation and ongoing evaluation.
 Engaging in ongoing communication and consultation with administration, school board,
teachers, and parents.
 Identifying systemic patterns of student need (e.g., persistent difficulties among kindergarten
and first grade students in basic phonics skills) and working with district personnel to identify
appropriate, evidence-based intervention strategies. (MASP)

References

NASP “Who are school psychologist” https://www.nasponline.org/about-school-

psychology/who-are-school-psychologists

MASP “The Role of the School Psychologist in the RTI Process”

file:///C:/Users/Daniel/Downloads/MASP_RTI.pdf