School Based Support Team & Special Services
School Based Support Team & Special Services
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The New York City Public Schools are required to provide each student with a Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE).
Learn more about Special Education on the NYCDOE’s website.
Our School Based Support Team (SBST) consists of a Psychologist, Social Worker, Guidance Counselor, and Family Worker.
When a teacher or parent has concerns about a student they can reach out to the SBST. The school psychologist and social worker handle most initial student evaluations (and any three-year re-evaluations of students who need continued support).
After the initial evaluation, SBST members work with the student’s teacher and family to develop an Individualized Education Program (IEP). The IEP outlines what services the student needs and how they will be provided.
We currently have a Guidance Counselor and Physical, Occupational and Speech Therapists on staff. Our part-time Adaptive Physical Education (APE) teacher works with students whose physical needs are difficult to meet in a typical PE class.
We currently have a Guidance Counselor and Physical, Occupational and Speech Therapists on staff. Our part-time Adaptive Physical Education (APE) teacher works with students whose physical needs are difficult to meet in a typical PE class.
Special Education Services
Special Education Services
SETSS: Special Education Teacher Support Services
SETSS: Special Education Teacher Support Services
Our Special Education Teacher Support Services (SETSS) provider works to facilitate the necessary supports for students with disabilities to participate and succeed in a general education or Integrated Co-Teaching (ICT) classroom. Services are delivered in two ways: indirect and direct.
Indirect services describe the collaboration between the SETSS and classroom teachers to identify and implement necessary adaptations to methods and techniques in the classroom in order to meet the needs of the student.
Direct services are delivered by our SETTS teacher either within the classroom (push-in) or in a separate location (pull-out), and can be one-on-one or in a small group. These services focus on strengthening the student’s cognitive skills to improve their ability to engage with and understand their academic instruction.
IEP: Individualized Education Plan
IEP: Individualized Education Plan
Students who have physical, developmental or behavioral needs that are not met solely through general education may qualify for an Individualized Education Plan (IEP). Students may already have an IEP when they enroll at PS80q, or they may be referred for evaluation by a parent/guardian, teacher, or other school official.
Once evaluated, the student’s IEP team - which includes their parent/guardian and members of the School Based Support Team (SBST) - meet to determine whether the student needs an IEP and what, if any, special education services the student requires. PS80Q has an IEP Teacher who coordinates the development and implementation of all IEPs at our school.
Depending on the IEP, a student may receive services they require while still a part of any of the classroom environments available at PS80Q that are appropriate for them. Some examples of related services are: assistive technology, counseling, occupational, physical and/or speech/language therapy, hearing and/or vision education services, orientation/mobility services, and school nurse services. Some students and classrooms also benefit from the assistance of a Paraprofessional, who can offer aid with a variety of health, developmental or behavioral needs.
Learn more about IEPs on the New York City Department of Education website.
Our students are reaching for the stars in occupational therapy at PS 80Q!
Occupational Therapy in an educational setting is a branch of health care that helps students participate in the school environment by improving their physical, cognitive, sensory processing, fine motor, visual motor, visual perceptual, self-care and social skills: Occupational therapy can help students with a variety of needs, including:
Fine and gross motor skills
Sensory processing
Social skills
Vocational skills
Attention and concentration
Executive functioning
Self-care skills
School-based occupational therapy practitioners are occupational therapists (OTs) and occupational therapy assistants (OTAs) who use meaningful activities (occupations) to help children and youth participate in what they need and/or want to do in order to promote physical and mental health and well-being. Occupational therapy addresses the physical, cognitive, psychosocial and sensory components of performance. In schools, occupational therapy practitioners focus on academics, play and leisure, social participation, self-care skills (ADLs or Activities of Daily Living), and transition/ work skills. Occupational therapy’s expertise includes activity and environmental analysis and modification with a goal of reducing the barriers to participation.
BULLYING
BULLYING
NYC Public Schools is committed to providing a safe, supportive learning environment for all students. Bullying or harassment of any kind is NEVER acceptable, and such actions are subject to the NYC Public Schools Discipline Code: schools.nyc.gov/DisciplineCode.
As we work together to prevent discrimination, harassment, intimidation, and bullying, it is important to understand what these actions might look like, so that you can recognize the signs of them. These behaviors can be done to humiliate a person based on their race, color, ethnicity, religion, creed, national origin, age, gender, gender identity, gender expression, sexual orientation, citizenship/immigration status, weight, or disability, and they usually fall under at least one of four categories:
Physical: involves physical injury or threat of harm or injury such as violence and stalking
Verbal: using disrespectful and insulting language towards someone such as making mean-spirited jokes or name calling; intentionally using a wrong pronoun or pronunciation of a name
Social: peer rejection or exclusion to humiliate or isolate a person, including taunting; attempting to pressure or force a person to do something (hazing)
Written: demeaning text or imagery written or printed to ridicule a person; also includes electronic communications (cyberbullying) using technology such as cell phone messages, email, social media, blogs, chat rooms, and gaming systems
Zero-Tolerance Policy for Discrimination, Harassment, Intimidation, and Bullying
Zero-Tolerance Policy for Discrimination, Harassment, Intimidation, and Bullying
You may file a report with NYC Public Schools or call 311 anytime.
I. Purpose
In alignment with the New York City Department of Education (NYCDOE) Chancellor's Regulations, Celia Cruz Bronx High School of Music adopts a zero-tolerance stance on bullying. This policy aims to eliminate all forms of harassment, intimidation, and bullying from our educational environment, ensuring every student has the right to feel safe and respected within the school community.
II. Scope
This zero-tolerance policy applies to all individuals within the school premises including students, faculty, staff, administrators, and volunteers. It encompasses all forms of bullying behavior executed on school grounds, during school-sponsored events, while traveling on school buses, and through any electronic means connected to the school.
III. Definitions and Regulations
Bullying is defined as any unwanted aggressive behavior(s) that involve an observed or perceived power imbalance and are repeated multiple times or are highly likely to be repeated. This includes, but is not limited to, threats, teasing, mockery, assault, cyberbullying, exclusion, and humiliation. We adhere strictly to the definitions and guidelines prescribed in the NYCDOE Chancellor's Regulations A-832 regarding student-to-student discrimination, harassment, intimidation, and/or bullying.
IV. Reporting and Consequences
Immediate Action: Any incident of bullying should be reported promptly to a school official. School personnel who witness or receive reports of bullying must take immediate steps to intervene safely and must also report the incident according to NYCDOE protocols.
Zero Tolerance: In cases where bullying is substantiated, the response will be swift and may include suspension, expulsion, or other disciplinary measures in accordance with NYCDOE Chancellor’s Regulations and applicable laws. Mandatory Reporting: School staff are obligated to report verified incidents of bullying to the administration and follow all prescribed legal and administrative procedures.
V. Protection and Prevention
The school assures protections from retaliation for individuals who report bullying, consistent with state laws and NYCDOE Chancellor's Regulations. Comprehensive prevention strategies, including training and education on responding to bullying, will be provided for students, staff, and parents to foster a positive school environment.
VI. Support and Intervention
Students affected by bullying will receive necessary support services such as counseling and guidance to remediate the impact of such behaviors. Offenders may also be offered intervention programs designed to prevent future occurrences and address underlying issues related to their behavior.
VII. Transparency and Monitoring
The effectiveness of this policy will be evaluated regularly, involving reviews by the school administration in accordance with NYCDOE requirements. The school will ensure transparency in its handling of bullying incidents and maintain accurate records as specified by the Chancellor's Regulations.
You may file a report with NYC Public Schools or call 311 at any time.
Our school nurses are actively involved in school health programs. School nurses:
schedule students for physician assessments if needed.
give prescribed medicine to students with a medication administration form (MAF) on file.
provide prescribed nursing services to students with a medically prescribed treatment (non-medication) form on file.
monitor students with chronic health problems, and inform parents if health problems are getting worse.
teach classes on asthma management (Open Airways) and diabetes prevention (HOP).
run programs like Connecting Adolescents to Comprehensive Health (CATCH) and Screening the At-Risk Student (STARS).
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