Catherine Cale, Ed.S., LEP
Professional School Psychologist & Licensed Educational Psychologist, LEP # 4635
Hi! So nice to meet you. Call me Cate!
I am a practicing School Psychologist and a Licensed Educational Psychologist (#4635) serving Northern California. Headstrong Educational Psychology is a professional practice born out of my dedication to the many students I work with and their families. I believe every child wants to do well and is capable of meeting their academic and personal goals, with the right supports in place.
I have over 15 years of experience working with students from ages 3-22, with diverse learning styles and unique needs. I am also the parent of two kids, now young adults. I understand what it's like to navigate the educational system with your child's best interests in mind. My practice focuses on empowering students to understand their own unique learning styles and how to build on their strengths, and empowering parents to support their child's educational growth and development. I aim to provide a supportive, friendly environment that fosters understanding, growth, and success.
When I'm not working, you can find me spending time with friends and family, walking my dog, and skiing, hiking, or camping in beautiful Northern California.
Credentials & Education
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Licensed Educational Psychologist (LEP) #4635
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Pupil Personnel Service Credential (PPS), School Psychology
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Ed.S. in School Psychology, Sacramento State University
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M.A. in School Psychology, Sacramento State University
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B.A. in Psychology, Sacramento Sate University
Affiliations
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National Association of School Psychologists (NASP)-Member (2008-Present)
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California Association of School Psychologists (CASP)-Member (2018-Present)
Recognitions
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Elk Grove Unified School District, Psychologists and Social Workers Association (PSWA) Employee of the Year (2023-2024)
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Positive Behavioral Interventions and Supports (PBIS) Tier 2 Team Staff Member of the Year (2024-2025)
The Evaluation Process
What to Expect
The purpose of an evaluation is to uncover a student's unique learning profile and determine why a student may be experiencing cognitive, social-emotional, and/or behavioral challenges in the school setting. The assessment process is designed to identify possible areas of need, provide a diagnosis if appropriate, and offer recommendations for both school and home. The assessment process typically includes the following:
Intake/Developmental History
I offer a free, 20-minute intake by phone to learn about the student, areas of concern, and to make sure it feels like a good fit for the family and myself. I will gather background information on the student’s developmental and educational history and provide parents or adult students with forms and rating scales when appropriate. I will interview family, teachers, and any outside medical, psychological or educational providers involved, as needed.
Observation
For students in Kindergarten through 6th grade, I will arrange to observe students at school to gain a better understanding of how they function in their educational setting, academically, socially, and behaviorally.
In Person Testing
Testing sessions are scheduled over two to three dates and can range from 2-3 hours each session. Standardized test instruments are chosen based in the specific areas of concern identified during the referral process, or that may arise during testing sessions. In general, assessment includes examining a student’s cognitive ability, problem solving skills, visual and auditory processing, fine motor functioning, memory, executive functioning, social-emotional functioning, and the academic areas of reading, writing, and math.
Written Report and Meetings
A comprehensive, strength-based, written report will be provided within three weeks of the final testing session and will include an interpretation of the assessment results, a description of the student’s learning profile including their cognitive and academic strengths, diagnostic information if appropriate, and evidence-based, functional recommendations to be considered by school teams and families. An hour long meeting will be scheduled in person or virtually to review the report and recommendations with parent(s)/guardian(s) of the student, and/or adolescent or young adult student.