The Warming Tree

 87 Shaker Road | East Longmeadow, MA  01028

To Whom It May Concern,                                                                                                                                   1/15/2021

      Dr. Kristen Nolfi has been working with me as a fellow colleague at The Warming Tree Women’s Wellness Centre now for three years. As a Psychologist and Clinician, she is highly sought after for her expertise and knowledge of Child & Family Issues.  Clients remain active by meeting regularly with her and have reported that she is very effective with her interventions and recommendations.  It has been stated by more than a few clients that she has a very warm and welcoming presence, with keen evaluating and listening skills.  When we have consulted with each other on various options for clients, she is always available to give sound suggestions and receives any constructive feedback with an open mind.

If you should need further information, don’t hesitate to contact me.

Pamelah Stevens, LMHC

413-695-5382

The WarmingTree.com

My Profile on Psych Today

February 09, 2018

Dear Committee Members,

I have had the distinct pleasure of working with Dr. Kristen Nolfi in a professional setting for 8 years. Kristen is hard working. knowledgeable, and above all compassionate. In our Team meetings for students she would present her findings in a thoroughly professional manner yet would avoid 'jargon' when talking to parents. Kristen is unfailingly professional, competent, and has a wonderful way of sincerely interacting with students, teachers, and parents. Kristen has the ability to really listen and offer thoughtful strategies to students and parents facing challenges.

Sincerely,

Mary Roccanti M.Ed

Special Education Teacher

                                                                                                                                                                     3/20/2018

To Whom It May Concern:

It is with pleasure that I provide a recommendation on behalf of Dr. Kristen Nolfi . I have known Dr. Nolfi throughout her tenure while she worked at Chicopee Public Schools. I have worked with Dr. Nolfi in different capacities. In my seventeen years here, I have worked as a Speech and Language Therapist, Special Education Teacher, Reading Consultant, and currently a Special Education Coordinator. In all of these positions we shared cases and collaborated as team members. Dr. Nolfi was a valued member of the Special Education Department who worked as a school psychologist. She brought enthusiasm, energy, and knowledge to the department.

Dr. Nolfi consistently demonstrated strength in working with diverse groups of students in our urban school district.  More specifically, she has at one time or another worked with all age groups Pre K-High School.

Dr. Nolfi has the ability to stay positive while working collaboratively with fellow educators, family members, and students. She was a valued member of the Special Education Department who could always be counted on to assist with complicated situations. Her high standard of practice provides guidance and resources to her peers.  She is a self-directed and motivated learner who wants to stay current in the field of education.

Finally, Dr. Nolfi is always bright, optimistic, and straightforward. Therefore, I strongly recommend her for any position that she chooses to apply, as I know that she has a fine grasp of what she is capable of and where she would best continue to do excellent work.

Please feel free to contact me if you wish to speak further. I can be contacted at my office number 413-594-3478.

Sincerely,

Colleen Hennessey , M.ED.

Special Education Coordinator

Observer: Karen Tierney, PhD Licensed Psychologist

Setting: IEP Meeting- three year revaluation
Date of Observation: November 25, 2014

A three year reevaluation meeting was held to determine the continued eligibility of a nine year old fourth student at Litwin Elementary school for continuation of special education services. Present were the child's parent, a speech/language pathologist, an occupational therapist, a physical therapist, the student's fourth grade teacher, the team chairperson and the school psychologist. The meeting was held in a small conference room at the school. Each specialist reported on assessment findings and the student's teacher discussed his progress in the classroom. Eligibility for the continuation of special education services was determined and then an individualized plan was written with everyone's input.

I A1- Professional Knowledge 
A review of Kristen's psychoeducational report shows that she is very effective at conducting accurate individual evaluations for students that inform the evaluation team. Her report assessed student learning, behavior, and development using a variety of assessment methods (i.e. review of records, observation, rating scales and cognitive and academic testing). As a result of using these assessment tools Kristen was able to determine appropriate recommendations for student learning.

I B1 Variety of Assessment Methods
During the team meeting, Kristen discussed the student's psychoeducational evaluation that included the WISC-IV, WIAT-III, ABAS-II, and observation of student. She was very adept at weaving her summary with information from previous assessments and the student's current functioning in the classroom. Her description of the student's background was illuminating to the team in explaining the student's strengths and weaknesses. Kristen's clear and supported evaluation consistently helped the evaluation team and the parents understand child's developmental status.

I A3 Plan Development
Kristen is skilled at sharing responsibility within the team to develop individual education plans. Kristen participated very effectively at an IEP meeting of an involved fourth grade student with a variety of learning needs. Kristen was able to align the specific cognitive and academic skill weaknesses found through testing with those reported in the classroom. She was skilled at sharing the strategies that would support the student's academic success. Kristen was able to blend her ideas with other ideas and as a result of her collaboration and open problem-solving process with the team, the student's developed educational program was of high quality

I C3 Sharing Conclusions with families
Kristen communicated her testing results to the student's parents in language that was easy to comprehend. During Kristen's approx. 10-minute verbal report, she explained in 'parent-friendly' terms how the child was functioning in the areas of cognition, academics and social/emotional. Kristen asked and answered the parents' questions with clear responses and frequently validated the parents' concerns in a soft gentle manner and always had direct eye contact with the parents.

II A1 Quality of Effort and Work 
Kristen's written report was very complete and well organized. She provided substantial information on the student's history and how lack of significant change in test scores did not mean lack of academic progress. This information was provided in language that was easily understood by the parent and other team members. The result of including this amount of important information is to show the whole picture of the student. Also, in this way, the parent and team recognized the relevance of and the connection between the psycho-educational test results and the child's classroom performance.

II D3 Access to Knowledge 
Kristen effectively drew accurate and specific conclusions from several sets of data. Kristen shared that the student met the diagnostic criteria for Intellectual Impairment. She presented educational history, behavioral observations, a cognitive assessment and achievement assessment to support her conclusion. As a result, the team was able to work with the diagnosis in determining eligibility and planning for the individualized education plan so the student will receive appropriate intervention.

Signature of Evaluator KAREN TIERNEY, PhD (KAREN TIERNEY 2014-11-25 10:21)

CHICOPEE PUBLIC SCHOOLS

Department of Special Education

Chicopee, MA 01020

September 1, 2017

      I recently worked with Kristen Nolfi on a case involving a 17-year-old young man who was in a coma for several weeks after experiencing a near deadly car accident.  The student suffered from traumatic brain injury and eventually ended up rehabilitating at Spaulding Hospital in Boston, MA.  He had gone blind as a result of the accident and was in very poor spirits.  Kristen was the first member of the Team to meet with this young man and she built quite a rapport with him.  We were each required to drive out to Spaulding a couple times to do observations to complete our educational recommendations.  She had told me at our initial consult meeting that she had not been exposed to anyone with his level of injuries before.  When I had the chance to read her evaluation report I remember feeling blown away because she wrote an outstanding and thorough evaluation. Kristen is known to be a thorough and very compassionate individual.   I'm sure that this student’s mother was comforted by the way you Kristen got to know her son, and how she was able to see his strengths even through his memory loss.  She assessed the student’s short term and long term memory and compared differences between them.  She also described how when she began working with this young man he would blink once for ‘no’ and twice for ‘yes’.  Her report was also so educational and sensitively written. The Team felt comforted working with someone so knowledgeable.

Helen  Skerritt, CCC-SLP

Chicopee Public Schools

Ph. 413-594-3437 x 2113

Name: Kristen Nolfi
School:  Chicopee Comprehensive High School

Setting: Unannounced observation, testing, and IEP Meeting presentation
Date of Observation: May 23, 2014

On May 23, 2014, Kristen was observed conducting an assessment with a high school child. Psychoeducational testing was conducted to determine the continued eligibility for special education services of a tenth-grade student presently attending Chicopee Comprehensive High School. The testing was held in a conference room at the school. The school psychologist sat across from the student and administered the WISC-IV and the WIAT-III.

Kristen effectively assessed the student by making her feel relaxed and encouraging her to do his best work. During the evaluation session, Kristen did an exceptional job of relaxing the student into the situation, giving very clear instructions, and then encouraging her to do her best work. Kristen was very respectful of the student ("You tell me when you need a break", "Nice job, you worked really hard"). Kristen also used age-appropriate reinforcements ("I don't mind telling you that the questions get harder and you won't know all the answers, but I'm going to try them anyway", "Because you got some of those right, I'm going to do a couple more"). The impact of these kinds of statements was to keep the child engaged in the activity and elicit her very best effort throughout the session. This child left the session obviously feeling proud of her accomplishments. Kristen consistently sets and reinforces behavioral expectations thus maintaining safe environments for children.

Kristen consistently provides the Team Chairperson with timely assessment reports. In addition, her knowledge of psychoeducational assessment is demonstrated by the inclusion of a variety of assessment measures. She fulfills her role at Team meetings, utilizing the above to identify student needs and appropriate services. Kristen has been consistent with completing assessments within the prescribed assessment windows.

I A1- Professional Knowledge 
A review of Kristen's psychoeducational report shows that she is very effective at conducting accurate individual evaluations for students that inform the evaluation team. Her report assessed student learning, behavior, and development using a variety of assessment methods (i.e. review of records, observation, rating scales and cognitive and academic testing). As a result of using these assessment tools Kristen was able to determine appropriate recommendations for student learning. Kristen effectively used her knowledge of the effects of traumatic brain injury to guide the assessment process and choose the appropriate test instruments accordingly. She provided appropriate cautions about test interpretation based on her knowledge of neurologic deficits. As a result, she chose instruments that would be most useful in answering referral questions.

I A3 Plan Development
Kristen is skilled at sharing responsibility within the team to develop individual education plans. Kristen participated very effectively at an IEP meeting of an involved fifth grade student with a variety of learning needs. Kristen was able to align the specific cognitive and academic skill weaknesses found through testing with those reported in the classroom. She was skilled at sharing the strategies that would support the student's academic success. Kristen was able to blend her ideas with other ideas and as a result of her collaboration and open problem-solving process with the team, the student's developed educational program was of high quality

I B1 Variety of Assessment Methods
During the team meeting, Kristen discussed the student's psychoeducational evaluation that included the WISC-IV, WIAT-III, Brown ADD Scales, ABAS-II, LDDI, and observation of student. She was very adept at weaving her summary with threads from each assessment. Her descriptions from the student rating scales were illuminating to the team in explaining the student's strengths and weaknesses. Kristen's clear and supported evaluation consistently helped the evaluation team and the parents understand child's developmental status.

Kristen collected data from multiple sources and considered ecological factors (e.g. student's ability to use his hands, to speak, to tolerate length of assessment etc.). The assessment was very extensive, using rating scales, observation, neuropsychological assessment, cognitive assessment, and interviews. She used valid and reliable assessment techniques that were appropriate for the student's condition. Kristen's clear and supported evaluation consistently helped the evaluation team and the parents understand the child's status.

1-C-1. Analysis and Conclusions
Kristen incorporated all available assessment information in recommending strategies to meet the individual learning needs of this student. Kristen's written report was very complete and comprehensive. She provided substantial background information as well as explanation of test scores. This information was provided in language that was easily understood by the parents and other team members. The result of including this amount of clear and concise information is to show the importance of this information in guiding the psychological assessment. Also, in this way, the parent and team recognize the relevance of and the connection between the psycho-educational test results and the child's predicted performance.

I C3 Sharing Conclusions with families
Kristen communicated her testing results to the student's parents in language that was easy to comprehend. During Kristen's approx. 15-minute verbal report, she explained in 'parent-friendly' terms how the child was functioning in the areas of cognition, academics and social/emotional. Kristen asked and answered the parents' questions with clear responses and frequently validated the parents' concerns in a soft gentle manner and always had direct eye contact with the parents. The impact these strategies had on the team was to organize the material into very manageable bite-sized pieces with a regular check-in to be insuring each piece of information was understood by all members of the team.

II A1 Quality of Effort and Work 
Kristen's written report was very complete and well organized. She provided substantial information on how to interpret scores, background information, referral concerns and student strengths in her report. This information was provided in language that was easily understood by the parents and other team members. The result of including this amount of important information is to show the whole picture of the student. Also, in this way, the parents and team recognized the relevance of and the connection between the psycho-educational test results and the child's classroom performance.

II D3 Access to Knowledge 
Kristen effectively drew accurate and specific conclusions from several sets of data. Kristen shared that the student met the diagnostic criteria for Multiple Disabilities. She presented educational history, behavioral observations, a cognitive assessment and achievement assessment to support her conclusion. As a result, the team was able to work with the diagnosis in determining eligibility and planning for the individualized education plan so the student will receive appropriate intervention. Kristen effectively drew accurate and specific conclusions from several sets of data (neurological rating scales, interviews, observation, cognitive assessment). She applied her knowledge of TBI to design an effective and comprehensive assessment. She presented educational history, behavioral observations, a cognitive assessment and adaptive behavior assessment to support her conclusion. As a result, the team will be able to work with the information in determining eligibility and planning for the individualized education plan so the student will receive appropriate intervention.

Standard 3-A1 Parent/Family Engagement
During Kristen's verbal report she gave on May 27, she explained in 'parent-friendly' terms how the child was functioning in the areas of cognition, academics and social/emotional. Kristen answered the parent's questions with clear responses and frequently validated the parent's concerns in a soft gentle manner and always had direct eye contact with her

E-mail comments from parents are very positive. For example: "It was so nice to meet you today. I just want to let you know how much I appreciated the thoughtful and sensitive way you spoke about C.F. today to his teachers and the team. Your insights and the sharing of his testing results were also very helpful and will be a good compass for me with his treatment- thank you!" and

Dear Team,

"We would like to extend our sincere appreciation for your time, effort, and professionalism in regard to assisting with the development of Michael's Individualized Educational Plan that took place yesterday, March 26, 2014. This was our first IEP meeting to take place at CCH. I had approached the meeting with trepidation, as I had anticipated yet another conversation about Michael's weaknesses, both academically and socially. Instead, I found that those assembled were looking closely at who Michael is, and what he is capable of accomplishing, with the support of dedicated educators. I am not sure if I can fully articulate how deeply we value this. Not just this one isolated meeting, but the ongoing day to day practice of meeting his needs and challenging him to meet his own.

With the current trend of evidence-based evaluations for teachers, we felt it necessary to write to you to state transparently that, where our son Is concerned, you are clearly working to provide communication, education for all learners, and high expectations."

Standard 3 B1 Learning Expectations
Kristen provided the parents and team members with an exceptional presentation of expectations for learning, behavior, and/or wellness based on developmentally and culturally-appropriate standards. Kristen included a diagram of brain-based learning and clearly explained strengths and weaknesses that have implications for his performance in the classroom. As a result, the parent expressed her appreciation of Kristen's presentation and both parent and team members were then able to contribute their opinions and acceptance of the results in an informed manner.

Standard 4 A1 Reflective Practice
Kristen consistently provided the parent with clear, user-friendly expectations for student learning, and behavior. Kristen directed her presentation of findings directly to the parent, took time to ask if she had any questions, and offered to be available for questions she might have in the future. As a result, the parent was very comfortable with the assessment findings and the IEP process in general.

Standard 4 A2 Goal Setting
Kristen effectively proposed challenging, measurable student learning goals that are based on thorough assessment and analysis of student data. Kristen presented the assessment data in a very understandable manner that was strength based and goal oriented. As a result, effective and appropriate educational strategies were reported.

Signature of Evaluator KAREN TIERNEY, PhD (KAREN TIERNEY 2014-06-03 12:02)