Contact Us 2017-10-25T12:01:46+00:00

Contact Us

Waterloo Catholic District School Board
35 Weber St. W., Unit A
PO Box 91116
Kitchener, ON, Canada
N2G 4G2 Tel. (519) 578-3660

Laura Shoemaker – Superintendent of Learning – Special Education, St. David Family of Schools (8 schools)
Waterloo Catholic District School Board
laura.shoemaker@wcdsb.ca

Gerald Foran – Principal Section 23, Learning Services, Special Education
Waterloo Catholic District School Board
gerald.foran@wcdsb.ca

Wayne Hobbs – Senior Manager, Learning Services – Student Services
Waterloo Catholic District School Board
wayne.hobbs@wcdsb.ca

Rod Miller – Chief Social Worker, Learning Services – Student Services
Waterloo Catholic District School Board
rod.miller@wcdsb.ca

Judy Aitcheson
519-578-3660 Ext. 2237

Elizabeth Morawski
519-578-3660 Ext. 2346

Olja Djukanovic
519-578-3660 Ext. 2203 (PM)

Tracy Zhou
519-578-3660 Ext. 2260

Roles & Responsibilities Contact

Linda Roffi
519-578-3660 Ext. 2363
Lisa Woodrow
519-578-3660 Ext. 2277

Role Description

Connections 4 Students Program and Services:

  • Acts as the WCDSB contact for the Central West School Support Program-Autism Spectrum Disorders (CW SSP-ASD) services provided by Erinoak, Autism Intervention Program (AIP) and the family when a student with Autism Spectrum Disorder (ASD) begins the Ministry-mandated transition-to-school process (Connections).
  • Consults and collaborates with the CW SSP-ASD Transition Consultant on a case-by-case basis
  • Provides support to Principals and school staff related to transition of students with ASD into their schools from publicly-funded IBI programs
  • Collaborates with and supports the school-level Transition Team as required for students involved with the Connections process.
  • Provides/coordinates ASD/ABA training and resources to schools/school board staff
  • Provide families with resources on Autism Spectrum Disorder

Consultation for Services

  • Consultation includes a review of ABA strategies (i.e., the use of prompts/prompt fading and reinforcement to support independence building) and other strategies to support programming.
  • A summary of recommendations/strategies will be presented to the school team and the report will be placed in the OSR and sent home to the students’ family. The ASF will follow up with the school approximately two weeks after the initial consultation.
  • Further support may include a Collaborative Team Observation which may include one or more of the following: the Special Education Liaison, Family of Schools CYCW, Behaviour Analyst, Speech and Language Pathologist and Autism Support Facilitator. A written report including recommendations to support the student’s needs will be presented to the school team and placed in the OSR and sent home to the students’ family.

Maria DeBrouwer, Ext 2278
Megan Delcourt, Ext. 2357
Dr. Coralee Popham Lane, Ext. 2309
Shona Connelly, Ext. 2393
Julie MacKenzie, Ext. 2306

Role Description

The Behaviour Support Team is a specialized team of professionals who can help support children and youth presenting with complex needs and/or challenging behaviours. These may include learning, behavioural and emotional problems.The Behaviour Support Team can also assist in:

  • Identifying the learning, social-emotional and behavioural needs of the student
  • Identifying skill deficits for the student
  • Developing interventions and strategies to support the students and staff
  • Facilitating skill development and acquisition
  • Modelling and supporting of the interventions and strategies

The Behaviour Support Team Includes:

  • Registered Clinical Psychologist
  • Behaviour Analysts
  • Child & Youth Workers

Hollie Rau, Ext 2220
Kerri Lebel, Ext. 2397
Aislynn Green, Ext. 2224
Cheryl Greenwood, Ext. 2379
Darquise Robson, Ext. 2461

Role Description

Providing and assisting school personnel with interventions and strategies (ie. incentive programs, social narratives, visual supports, etc.) regarding behaviour management

Tracey Fuschino, Ext. 2325

Role Description

  • To familiarize teachers, students and parents with the transition planning process
  • To provide detailed information about the range of services and programs within the community to support the students transition
  • To assist students in making a successful transition from school to work, further education and community living.
  • To establish a working relationship with representatives of agencies and or organizations that will be providing support after the student leaves school.

For further information see Community Resources, Links and Partnerships with WCDSB Section

Lisa Weber, Ext. 2351

Role Description

Supporting Students:

  • Direct instruction and facilitation during board Elementary Gifted Education Programs
  • Direct instruction as needed for elementary students to support their specific expectations as outlined on their Individual Education Plan (IEP)
  • Facilitation of the Secondary Field Trips Program
  • Advocating for the student as well as teaching self-advocacy skills
  • Identify and monitor the emotional and social development, underachievement, perfectionism, anxiety or other related issues of students with giftedness in the integrated setting

Supporting Teachers/Special Education Teachers/Administrators:

  • Assist in the development of the Individual Education Plan (IEP)
  • Assist in developing and implementing appropriate curriculum modifications
  • Provide strategies related to the learning needs of a gifted student
  • Provide in-service workshops related to giftedness
  • Provide resource materials on giftedness
  • To act as a resource for classroom observations, annual reviews, case conferences, etc.

Supporting Parents:

  • To act as a resource for information regarding the impact of learning needs related to giftedness, educational implications, teaching strategies, available community programs, etc.
Sharon Porty, Ext 2249

Role Description

Supporting Teachers/Educational Assistants/Administrators:

  • Implement the board-wide strategy to promote wellbeing and build protective factors in all students via a universal prevention approach
  • Support the development and implementation of programming designed to strengthen socio-emotional literacy and self-regulation skills
  • Provide and/or coordinate professional development opportunities to strengthen the capacity of all staff to build resilience and support students with mental health concerns
  • Consultation with regard to the design of school-specific mental health initiatives
  • Share information and resources from School Mental Health Assist

Supporting Students:

  • Prevention and skill-building presentations to groups of students on wellness and mental health related topics
  • Conduct focus groups to collect student input to shape mental health initiatives
Julyanna Cinti, Ext. 2307
Michele Campbell, Ext. 2353

Role Description

Supporting Students:

  • Direct instruction during class hours to students to support the curriculum expectations or their specific expectations as outlined on their I.E.P.
  • Provision, support, monitoring and repair of FM amplification equipment as required
  • Monitoring of personal hearing aids
  • Teaching of various strategies to deal with the effects of hearing loss
  • Advocating for the student as well as teaching self-advocacy skills
  • Teaching and supporting speech and language skills
  • Provide in-class explanations as needed of hearing loss and its effects, including FM equipment, etc.
  • Identify and monitor the emotional and social development of students with hearing loss in the integrated setting

Supporting Teachers/Educational Assistants/Administrators:

  • Assist in the development of the I.E.P.
  • Assist in developing and implementing appropriate accommodations and modifications
  • Provide in-service workshops related to hearing loss
  • Provide FM amplification equipment through SEA funding
  • Monitor and manage FM equipment
  • Provide resource material on hearing loss and its impact
  • Provide strategies for dealing with a child with hearing loss or central auditory processing problems
  • To act as a resource for annual reviews, case conferences, etc.

Supporting Parents:

  • To consult and communicate with parents regarding their child’s hearing loss and educational implications
  • To act as a resource for information regarding the impact of hearing loss, educational implications, teaching strategies, available community resources, agencies, etc.

Mary Goerzen-Sheard, Ext. 2261
Karen Ferguson, Ext. 2265
Mandy Hurst, Ext. 2289
Diane Stewart, Ext. 2380

Role Description

Psychological Services staff collaborate with school staff and parents in order to support the academic, social and emotional development of students. The services that are provided include:

  • Individual psychological assessment to determine cognitive ability, academic achievement, adaptive and social/emotional functioning
  • Consultation with school staff and parents to program effectively based on students’ strengths and areas of need
  • Consultation with school staff and parents to assist in managing behaviour issues
  • In-service programs for school staff regarding child development, behaviour management and learning difficulties
  • Assistance with accessing community agencies or specialists

Confidentiality:

  • Information about the psychological intervention with a student is discussed only with parents and the people directly involved. This is done carefully and with the intent to help the student.
  • Any reports will be stored in the confidential Psychological files with one copy placed in the student’s Ontario Student Record (OSR).
  • Parents can request additional copies that will be provided to them by a member of the Psychological Services Staff. No information will be released to anyone outside the Waterloo Catholic District School Board without written informed consent, except where required by law.
Sandra Ayerst, Ext. 2398
Cathy McDonald-Reis, Ext. 2374
Veronique Ribeiro, Ext. 2266
Kara Samuels, Ext. 2566
Aislinn Clancy, Ext. 2297
Tonya Beattie, Ext. 2358
Jessie Grosz , Ext. 2388

Role Description
The responsibilities of the role include:
  • Participating as a member of the multi-disciplinary Collaborative Team
  • Responding to emergency situations such as suicide, self-harm, anxiety and other mental health crises, child abuse allegations and other school-based crises
  • Responding to the social, behavioural, emotional and familial needs of students through consultation, direct service, referral and liaison with outside agencies
  • Supporting school communities during tragic events and other critical incidents
  • Assisting with multi-disciplinary Violence Threat Risk Assessment
  • Providing individual/family social assessments as they relate to educational or behavioural issues
  • Liaising with community agencies
  • Presenting workshops and seminars to students, board and school personnel and families in areas related to inter-personal and social issues (e.g. family violence, child abuse, suicide/depression, divorce/separation, etc.)
  • Acting as a resource to the Identification, Placement and Review Committee (IPRC) and Case
  • Conferences
  • Supporting school attendance at the elementary and secondary level, particularly as it relates to mental health and to family issues
  • Acting as a resource to school administrators on the Education Act as it pertains to compulsory school attendance, the duties of pupils and the responsibilities of parents
  • Supporting and planning with students and families to ensure compulsory school attendance for students in Grade 4 through Grade 9; consultation is available for students in other grades
  • Liaising with home, school and community agencies to examine viable alternatives for non-attending students (ie. Supervised Alternative Learning – SAL)
  • Issuing legal warning letters as outlined in the Education Act
  • Collaborating with system personnel who provide services to at-risk students as part of a multi-disciplinary team
  • Supporting families through the criminal justice system when the child is being charged with an offence and school attendance is of concern
Chris Runstedler, Ext. 2372

Role Description

  • Coordinate the Ministry of Education Special Equipment Amount (SEA) process at a system level
  • Facilitate in-service and ongoing training of Board personnel in the use of assistive technology and integrating assistive technology into student programs
  • Maintain school staff knowledge of assistive software programs and hardware requirements needed for each program at the school level
Sharon Adie, Ext. 2274
Carol Sullivan , Ext. 2370
Antonietta Leonardo , Ext. 2273
Johanna Dreyer, Ext. 2392

Role Description

  • Facilitate the transition of students with special needs into and within our system
  • Work in conjunction with school personnel in a variety of ways in the development and implementation of Individual Education Plans (IEP’s) and educational programming.
  • Function as a resource to schools for Special Equipment Amount (SEA) claim preparation and coordination.
  • Function as a resource to Principals, Special Education teachers and classroom teachers on all matters related to Special Education.
  • Provide ongoing professional development to Special Education teachers and Educational Assistants through in-services and in school visits.
  • Member of a Collaborative Team along with a Social Worker, Speech and Language Pathologist, Psychoeducational Consultant and Child and Youth Care Worker to provide support and assistance to school staff for student programming, assessment, strategies.
  • Liaise with community agencies in relation to services for students.

Maria Ashworth, Ext. 2263
Cara Cressman, Ext. 2267
Jan Littlejohn, Ext. 2308
Vicki Miles, Ext. 2221
Krista Hartman, Ext. 2739
TBA, Ext. 2385

Speech and Language Assistants/ Communicative Disorder Assistants

Dianne Foster-Comeau, Ext. 2243
Donna Oberholzer, Ext. 2365
Alyssa Paterson, Ext. 2282
Heather Taylor, Ext. 2213

Role Description

The goal of Speech and Language services is to facilitate effective student communication for classroom participation. Services are provided in WCDSB by registered Speech-Language Pathologists and Communication Disorder Assistants. A communication problem can affect a child’s ability at school to listen, speak, read, write and interact with teachers and peers.

Speech-Language Pathology  staff provide a range of services according to the needs of the student:

  • collaborative assessment
  • tiered intervention (individual, group, in class)
  • consultation and provision of  instructional strategies for parents, teachers and other educational staff
  • support for Individual Education Plans and the SEA equipment process
  • mediator based training
  • monitoring of progress
  • provision of public education
  • delivery of professional development
  • liaison with other professionals involved with our students
  • participation on collaborative and school teams
  • engagement in community partnerships
  • mentoring of graduating Speech Pathology and Communication Disorder Assistant students
  • professional research as needed

Sara Beyerle, Ext. 2295
Shirley Luvisa, Ext. 2594
Linda Wiegers, Ext. 2294
Donna Watkinson, Braillist, X2296

Role Description

  • Provide direct instruction and evaluation for pre-braille, braille literacy, self-advocacy, and vision-related technology skills.
  • Facilitate in the creation/modification/accommodation of tactile, low vision and braille materials.
  • Conduct Functional Vision Assessments with students, as required.
  • Interpret professional vision reports/documentation to determine the vision needs of students within the school environment.
  • Collaborate with teachers and support staff about students’ academic/educational programming (including IEPs), provide specific teaching strategies and ensure implementation of recommendations from vision reports.
  • Consult and communicate with parents regarding their child’s vision loss and its education implications.
  • Facilitate assessments and training for Orientation and Mobility Instruction, and assist in ensuring safe and appropriate learning environments for students.
  • Provide in-services and education about students’ vision diagnoses to school staff, students and parents.
  • Collaborate and participate in team meetings, case conferences and IPRCs.
  • Compile, complete and manage ­SEA Claims for specialized vision equipment and vision aids.
  • Consult/liaise with community-based agencies and practitioners (i.e., CNIB, Provincial School for the Blind, optometrists, ophthalmologists, University of Waterloo Low Vision Clinic, etc.) regarding vision needs of students.

Donna Watkinson  Ext. 2296
Certified Braille Transcriber/Alternative Format Resource Specialist

Role Description

  • Coordinate with Vision Itinerant Teachers and provide input and expertise as needed in the production and development of alternative format material
  • Transcribe teacher generated material into accurate Braille Code (Unified English Braille, Music Braille, Technical Braille)
  • Accommodate teacher-generated material into large print or other alternative format (e-text, audio)
  • Produce tactile maps, graphs, diagrams, charts, pictures and line drawings
  • Provide ongoing technical support to Vision Services Itinerant Teachers with regard to Braille, assistive technology or other programs frequently used by Vision Services Students (UEB Braille, Music Braille, Technical Braille, JAWS Screen Reading Software, Kurzweil Text to Speech Software, Google Read and Write, Word, PowerPoint)
  • Test iPad apps individually and against other apps/programs to determine suitability for Vision Students
  • Contact publishers regarding copyright approval for textbooks, novels, etc.
  • Manage deadlines, quality and delivery of material to school or Vision Itinerant Teachers management of Vision Services facility, maintenance and repairs to equipment