Speakers

Renee Denenfeld, Mary Ann Gapinski, Craig Harris, Paul Hyry-Dermith, Mary Kelly, Danielle King, Laura Rice, Pamela Rivers, Laura Rogers, Michael Shaps, Katie Vozeolas, Eric Wong

Renee Denenfeld, RN, BSN, PHN

Renee Denenfeld has served as the nurse leader for the Hadley Public Schools for six years. Renee also serves as the nurse liaison for her district under the DPH ICC grant designing mental health programs related to gender identity, yoga/mindfulness, suicide prevention, re-entry following hospitalization, and networking with outside providers. She was an early SBIRT adopter and counseled districts around the state on program integration. Prior to school nurse leadership Renee was the clinical director at a large free clinic, served as ADN at a multi-site AIDS organization, and developed one of the first DNP programs in the country. Renee is a graduate of Mount St. Mary's College in Los Angeles.

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Mary Ann Gapinski, MSN, RN, NCSN

Mary Ann Gapinski, MSN, RN, NCSN, is the Director of School Health Services for the Massachusetts Department of Public Health. In this role, she has the responsibility for the overall delivery of health services, including behavioral health, in the Commonwealth’s private and public schools. She has been the lead presenter for the National Association of School Nurses professional development programs in behavioral health services for school nurses and is a past President of the National Board for Certification of School Nurses. She is a graduate of the University of Pittsburgh School of Nursing and received her Master’s degree from the University of Massachusetts in Amherst.

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Craig Harris, MA EdS

School Psychologist, Swampscott Public Schools

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Mary Kelly, PhD, CPNP, RN

Bio information not available at this time.

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Danielle King, BSN RN

Danielle King BSN RN has been a Registered Nurse since 2000 She has worked in a variety of setting yet always focused on children and adolescents She found her niche in school nursing in 2014 She was recently welcomed into the Waltham Public School district this year Danielle is a strong believer in helping students increase their self help and advocacy skills in relationship to their physical and mental health She is involved with the Juvenile Diabetes Research Foundation JDRF She earned her bachelors degree from Villanova Universitys School of Nursing in Pennsylvania

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Laura Rice, EdS NCSP

School Psychologist Hopkins Academy

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Pamela Rivers, MPH BSN RN NCSN

Nursing/Health Services Director, Fitchburg Public Schools

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Laura Rogers, EdD, EdM

Laura Rogers is a licensed psychologist and a licensed school psychologist. Laura was a founder of the Francis W. Parker Charter Essential School, and served in a number of school leadership roles there from 1995 to 2008, including School Psychologist and Director of Student Services. She also helped to develop the New Teacher Collaborative, a site-based teacher preparation program in the Theodore R. Sizer Teachers Center. Laura is committed to understanding the developmental pathways of child and adolescent experiences in schools. She is particularly interested in helping school psychologist and teachers become attuned to how children and adolescents experience instructional practices and the social climate of schools. Prior to her work in the Parker Charter School, Laura worked as a clinician in a variety of settings in Massachusetts, Connecticut, and Kathmandu, Nepal, including in private practice, prisons, a health clinic, and a child guidance clinic. She teaches courses in adolescent development, serving children with special needs, assessment, and school-based consultation.

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Michael Shaps, C.A.G.S., NCSP

Michael Shaps has been a practicing School Psychologist for 26 years and has had experiences in a variety of education settings from the very wealthy with a lot of resources to poor districts that had gangs and where risk assessments were needed weekly He has worked with all populations of students including those with Autism Emotional Disabilities students from impoverished neighborhoods and difficult home lives and of course English Learners ELs Michael believes that we have to think about the culture and atmosphere of the school environment and to help our students learn that they should grow up with a World mindset instead of an American mindset In 2013 Michael was given the honor of being the Red SoxMTA Most Valuable Educator of the Year He is a proud graduate of UMASSBoston School Psychology Department He is also the Diversity Chair for the Massachusetts School Psychology Association and is on their Ethics Committee His School Psychological experiences in California New York and Massachusetts led him to Waltham MA where he has worked for almost half of his professional work experience

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Katie Vozeolas, BSN, RN, NCSN

Supervisor of Nursing and School Health Services, Haverhill Public Schools

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Eric Wong, MA, EdS

Eric Wong is a bilingual school psychologist at the Quincy Elementary, Quincy Upper, and Lee Academy Pilot School in the Boston Public Schools district. In addition to providing psycho-educational supports for K-12 students, Eric is the city-wide bilingual school psychologist that provides special education evaluation services to students’ whose native language is Cantonese. After receiving a BA/MA degree in Forensic Psychology from John Jay University, Eric completed risk assessments within the New Jersey DOC before his role as an in-home clinical case manager at a non-profit organization funded by New York City.
Through these experiences, Eric developed an interest in understanding the inequity and barriers that increased the risk of contact with the juvenile justice system, as well as the barriers that prevented adults from successful re-entry after incarceration. These interests led Eric to pursue his MA and Ed.S at Tufts University. During the program, Eric’s interests expanded to understanding the role factors, such as inequity within education and a communities cultural and linguistic differences, impact future success. As a school psychologist, Eric hopes to understand these factors by building strong relationships with students and families in order to mediate the hurdles in the way of their success as adults. He is also excited (and terrified) of next week when he will have his first chance to understand what his father meant when he said, “You’ll know what I mean when you’re a dad.”

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