Nathan Price

• Build relationships with students, staff, and families to create positive learning environment
• Provide professional development to teachers and educational support professionals to build capacity
• Support students with behavior challenges through restorative conferences, collaboration with parents, conferencing, and referral to services
• Conduct classroom observations and provide teachers feedback on effective instructional practices and rigor
• Build collective teacher efficacy
• Chair Safety Committee which meets monthly to improve safety of students and staff
• Chair Positive Behavior Interventions and Supports (PBIS) committee which meets bi-monthly to review schoolwide behavior data and make plans based on data
• Started Response to Intervention (RtI) team meetings with parents, teachers, and other needed professionals to develop interventions for struggling students
• Manage hiring process and interviews for teacher and support personnel
• Represent school at community and school events
• Collaboratively work with families to improve attendance sending out monthly letters, meeting with families to develop plans to improve attendance, and implementing incentives

• Developed individualized educational plans in collaboration with teachers and other staff members
• Compiled and interpreted students' test results to diagnose conditions and to help assess eligibility for special services
• Interpreted test results and prepared psychological reports for teachers, administrators and parents
• Collected and analyzed data to evaluate effectiveness of academic programs and other services, such as behavioral management systems
• Selected, administered and scored psychological tests
• Maintained student records, including special education reports, confidential records, records of services provided and behavioral data
• Provided group counseling services at the Canyons Family Center on Substance Abuse Prevention to students and their parents

Managed special education service providers and programs including:

• Visually Impaired program
• Adapted PE Program
• Vision Therapy services
• SSTOnline
• Pattern of Strength and Weaknesses (PSW)
• School Psychologist Special Education Handbook
• GATE
• Supported school sites with challenging IEP team meetings.

• Prepared and gave professional developments to school psychologists, resource teachers, resource specialists, special education teachers, principals, and GATE parents.
• Collaborated on the development of policies and procedures to ensure education code compliance and consistency across the district.
• Supported district in Due Process hearings

• Supported and consulted with other school psychologists on students with severe behavior and mental health challenges
• Conducted and presented ‘educationally related' mental health assessments
• Managed and empowered team of licensed therapists in setting goals to improve services
• Supported schools in meeting the social-emotional needs of all students through trauma-informed practices, development of videos, newsletters, weekly ‘Mental Health Minute' emails, consultations/observations, and PLC on Cognitive Behavior Therapy (CBT).

• Supported and consulted with other school psychologists on difficult cases
• Staffed cases being considered for more restrictive setting
• Actively participated on School Psychologist Instructional Leadership Team (ILT)
• Provided professional development for district (ie FBA, WAIT-III, Goalbook, meta-cognition, students social-emotional needs, CBT, GATE, Cross Battery/PSW)
• Attended Special Education Task Force meetings

• Worked nine years at a preschool/elementary school with a student enrollment of over 800 students. 70% of the students were English language learners and 81% were socioeconomically disadvantaged. Despite these barriers, our school met academic proficiency goals required by the state and closed the achievement gap among English language learners (ELLs). The implementation of research-based best practices contributed to this accomplishment. These practices included collaboration among teachers, use of qualitative and quantitative data to guide instruction, planning around content and language objectives, quality instruction which included the Gradual Release of Instruction (I do-we do-you do), use of higher level robust questioning, visually rich classroom environment (i.e. sentence frames to support ELLs), professional learning cycle for staff, and much more.
• As the school psychologist, I was the administrator of the special education program/staff in a public school with students in preschool to 6th grade. I also served a consultative role to the general education teachers and principal to ensure that the needs of students were met and effective instructional practices were observed. I developed and implemented policies at the school site that ensured compliance with CA and federal education code related to special education services.
• Other duties include: leading school site PBIS Committee, implementing Restorative Justice practices, providing professional development to school staff and parents (ie parenting styles, researched based instructional practices, ADHD), conducting developmental and psychological assessments of students, participating in the hiring process of teachers, data collection of student performance and parent perceptions to monitor effectiveness of program, observing teachers use of instructional practices and classroom behavior management in the classroom and providing feedback to teachers, discussing concerns by parents and teachers to facilitate a resolution as a team, maintaining records of all special education documents including student progress notes/data, conducting staff meeting with teachers to review policies, procedures, & best practices, conducting classroom walkthroughs with principal to ensure schedules are adhered to and use of instructional time is maximized, conducting bilingual psycho-educational assessments, developing and managing Response to Intervention program, developing schoolwide discipline program, managing Parent GATE Committee and GATE instructional program, writing Behavior Intervention Plans for students, supervising school psychologist interns, facilitating social skills groups with students, and conducting individual and family counseling.