Kate Perry is the Director of the School Psychology Program. She works with the Program's Faculty Director, Dr. Frank Worrell, to ensure that the curriculum and training provided meets the standards of accreditation set forth by the American Psychological Association, the program approval standards of the National Association of School Psychologists, and the standards for the school psychology credential of the California Commission on Teacher Credentialing. She is also responsible for coordinating practicum and internship placements for students and providing oversight and support as needed. Dr. Perry also coordinates student recruitment, admissions and course scheduling, and serves on committees that contribute to the mission of the BSE. Prior to taking on this position in 2019, Dr. Perry taught courses and served as a clinical supervisor for the School Psychology program for 20 years. She has also worked part-time as a school psychologist in local public schools since 1996.
Dr. Perry is also the Director of Clinical Training for the Berkeley Psychology Internship Consortium, an APA accredited doctoral internship.
In 2002 Dr. Perry was awarded a National Academy of Education/Spencer Foundation postdoctoral fellowship for her research on the social context of early schooling and young children's school adjustment. Her research focused on examining whether teaching practices, and in particular how students perceive these practices, play a role in the development of academic, behavioral, and socio-emotional competencies.
Publications
Articles (Refereed Journals, Proceeding)
Anguiano, R., Lizard, P., …. (2024). Toward Certification of Bilingual School Psychologists: Process, Competencies, and Visions. School Psychology Review. https://doi.org/10.1080/2372966X.2024.2388020
Donohue, K.M. & Perry, K.E. (2014). Bringing theory to life for trainees in professional psychology: The role of setting, assignments, and supervision. Training and Education in Professional Psychology, 8(2), 119-126.
McCombs, B., Daniels, D., & Perry, K.E. (2008). Children’s and teachers' perceptions of learner-centered practices and student motivation: Implications for early schooling. Elementary School Journal, 109(1), 16-35.
Perry, K.E., Donohue, K.M, & Weinstein, R.S. (2007). Teaching practices and the promotion of achievement and adjustment in first grade. Journal of School Psychology, 45, 269-292.
Cunningham, A. E., Perry, K. E., & Stanovich, K. E. (2004). Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacy. Annals of Dyslexia, 54 (1),139-166.
Cunningham, A. E., Perry, K. E., Stanovich, K. E., & Share, D. (2002). Orthographic learning during reading: Examining the role of self-teaching. Journal of Experimental Child Psychology, 82 (3), 185-199.
Daniels, D. H., & Perry, K. E. (2003). “Learner-centered” according to children. Theory into Practice, 42(2), 102-109.
Donohue, K. M., Perry, K. E., & Weinstein, R. S. (2003). Teachers’ classroom practices and children’s rejection by their peers. Journal of Applied Developmental Psychology, 24(1), 91-118.
Cunningham, A. E., Perry, K. E., & Stanovich, K. E. (2001). Converging evidence for the concept of orthographic processing. Reading and Writing: An Interdisciplinary Journal, 14, 549-568.
Perry, K. E., & Weinstein, R. S. (1998). The social context of early schooling and children’s school adjustment. Educational Psychologist, 33(4), 177-194.
Pratarelli, M., Perry, K., & Galloway, A. (1994). Automatic lexical access in children: New evidence from masked identity-priming. Journal of Experimental Child Psychology, 58(3), 346-358.
Presentations/Professional Experience
Professional Experience:
23 years experience working as a school psychologist in preschool, elementary, middle and high school settings. Served as Lead Psychologist, coordinated continuing education for staff, and consulted with administration on challenging cases and systems improvement issues (e.g., reading intervention programs, implementing multi-tiered systems of support).
Part-time private practice as a Licensed Educational Psychologist since 2003.
Paper and Poster Presentations:
Lim, J. & Perry, K. (2024, February). Training on Consultee–Centered Consultation (CCC): A Triple–Supervision Model [Poster presentation]. Trainers of School Psychologists Annual Conference, New Orleans, LA.
Luo, H., & Perry, K. (2024, February). Integrating Ethnic–Racial Identity into Multicultural School Psychology Training: Recommendations and Resources [Poster presentation]. Trainers of School Psychologists Annual Conference, New Orleans, LA.
Rosenthal, L., Hacıfazlıoğlu, O, Cheung, R., & Perry, K. (2023, April). Learning Together, Leading Together: Interprofessional Preparation as Practice for Interdisciplinary Collaboration. [Symposium Paper Presentation]. American Educational Research Association Annual Conference, Chicago, IL.
Ojeda–Beck, A. & Perry, K. (2022, April). Student Wellbeing and COVID–19: From Needs Assessment to Implementing Intervention Within a Multi–tiered System of Supports (MTSS) Framework. [Symposium Paper Presentation]. American Educational Research Association Annual Conference, San Diego, CA.
Ahrens, I., Aronson, S., & Perry, K. (2022, April 20). A clinician’s guide to understanding the IEP and 504 processes. Presentation for the UCSF Child and Adolescent Psychiatry Fellow Spring Didactic Series.
Perry, K. E. & Ojeda–Beck, A. (2021, April). Planning and growing your practicum experience. Presented at the annual Spring Institute of the California Association of School Psychologists (virtual meeting).
Perry, K. E., & Daniels, D. H. (2004, April). Elementary students' perceptions of teachers and school adjustment. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
Interests and Professional Affiliations
- American Psychological Association (APA)
- California Association of School Psychologists (CASP)
- National Association of School Psychologists (NASP)
- International Dyslexia Association
Achievement Issues
Assessment and Educational Measurement
Child Care
Early Childhood Development
Learner-centered Education
Learning Disorders, Dyslexia and ADHD
Literacy
Professional Development for Educators
Reading Development
