Fact Sheet: Proposed Phase-out and Replacement of Bread & Roses Integrated Arts High School (05M685)
(to download a printable PDF of this website, click here)
To read a transcript of this hearing 2/12/2013, click here
To read a transcript of this hearing from 3/3/2013, click here.
We want every community to have high quality school options for families. Every fall, the Department of Education (DOE) reviews the performance of all schools Citywide. Over the past several years, despite the best efforts of the community and the DOE to support Bread & Roses Integrated Arts High School (“Bread and Roses”), the school has struggled to meet basic requirements for student success.
On December 5, 2012, Manhattan High School Superintendent Anthony Lodico held meetings at the school with the School Leadership Team, staff, and parents to discuss what is working at Bread and Roses, what needs to be improved, and how the community can work together to better serve students.
Based on an extensive review of qualitative and quantitative data and community feedback, the DOE has determined that Bread and Roses does not have the capacity to quickly improve and is proposing that the school be phased out. The DOE is also proposing that the school be replaced by a new school.
Proposing to phase out a school is the most difficult decision we make. We are proposing to phase out Bread and Roses because it is the right action for current and future students in this community. If the proposal to phase out Bread and Roses is approved, the school would phase out gradually over the next several years. The school would close in June 2016 after its phase-out is complete.
We hope you share our view that we can—and must—do better for students. The DOE will continue to work closely with Bread and Roses staff and families to ensure that all students receive the support they need to succeed.
Progress Report Grades
Quality Review Rating
2011-2012 (4 year rate)
2011-2012 (6 year rate)
- Graduation rates have remained below 61% for the last five years. Bread and Roses’s four-year graduation rate (including August graduates) was 41% in 2012—well below the most recent Citywide average of 65.5% (Citywide average is based on the 2011 New York State reported graduation results for NYCDOE students.)
- First year credit accumulation is a key predictor of student success because students who fall behind early in high school often have trouble getting back on track to graduate. In 2011-2012, only 56% of first-year students at Bread and Roses earned at least 10 credits with at least 6 of those credits earned across 3 of the 4 core subject areas. This rate of credit accumulation puts Bread and Roses in the lowest 6% of schools Citywide.
- Bread and Roses was identified by the New York State Education Department (NYSED) as a Priority school, defined by NYSED as one of the bottom 5% of schools in the state.
- The Progress Report measures the progress and performance of students in a school, as well as the school environment, compared to other schools serving similar student populations. Bread and Roses earned an F grade on its 2011-2012 annual Progress Report, including F grades for Student Progress, Student Performance, School Environment, and College and Career Readiness. Bread and Roses has a history of low performance, including D grades on both the 2009-2010 and 2010-2011 Progress Reports.
- Only 28% of students in the Class of 2011 (all students who entered high school four years earlier) enrolled in a two- or four-year college, vocational school, or public service program by December 31, 2011. This is significantly lower than the Citywide average of 49%.
- The school’s attendance rate remains below most other high schools. The 2011-2012 attendance rate was 76.3% compared to the Citywide high school average of 85.4%, putting Bread and Roses in the bottom 7% of all high schools Citywide.
Despite our best efforts, the school has struggled
Staff members have worked hard to improve Bread and Roses, but even with support the school has not produced adequate outcomes for students. To help the school’s efforts to improve performance, the DOE offered numerous supports, including:
- Coaching the principal and assistant principals in the use of classroom observations and feedback to enhance teacher effectiveness.
- Supporting school leadership in aligning curriculum to citywide instructional expectations to raise standards for teacher practice and student learning.
- Coaching principals and assistant principals in using performance and accountability data to inform school-wide improvement goals.
- Providing training for teachers in ways to improve lesson planning and differentiate instruction to ensure that learning is challenging and engaging for students.
- Coaching school staff in monitoring students’ credit accumulation and Regents test scores, in order to identify areas where students are falling behind and adjust instructional planning and academic programming accordingly.
- Facilitating school-wide professional development aimed at raising the rigor of instruction across all content areas.
- Providing direct instructional coaching for math, social studies, and science teachers to support the development of rigorous curriculum, mapping and rubrics to enhance instructional coherence and consistency.
- Providing support to the school in the management of mandates and compliance requirements for students with disabilities to ensure students receive mandated services.
- Advising the school on grant implementation and working with the principal to align the budget with the school-wide instructional goals.
- Advising the school on budgeting, building management and staffing.
- Working with the principal to design and implement an advisory program for seniors to support students in increasing credit accumulation, passing Regents exams, meeting graduation requirements, and completing the college application process.
- Coaching the school in evidence-based guidance and counseling strategies to build the school’s capacity to offer social and emotional support to students.
- Working with school leadership and guidance counselors to implement college admissions counseling for students.
- Facilitating work with vendors and external partners to provide extracurricular opportunities for students to increase student engagement.
What would the proposal mean for current students?
If this proposal is approved by the Panel for Educational Policy (PEP), Bread and Roses would gradually phase out over the next several years. Our top priority is ensuring that current Bread and Roses students are supported through graduation. Below are enrollment plans for current Bread and Roses students if the school were to be phased out.
· Current, first-time ninth grade students would have the option of completing high school at Bread and Roses if they continue to earn credits on schedule and pass the required Regents exams. They may also apply to attend a different high school by participating in the second round of the High School Admissions Process. Students interested in applying to another school for September 2013, should meet with a guidance counselor.
To learn about schools that have tenth-grade seats available through the High Schools Admissions Process, review the Directory of the New York City Public High Schools 2012-2013. If you need a copy of the directory, ask your guidance counselor, visit an enrollment office, or access the online version at www.nyc.gov/schools/ChoicesEnrollment/High/Directory.
· Current, repeating ninth grade students would complete high school at Bread and Roses as long as they earn credits on schedule and pass the required Regents exams. As the school becomes smaller, these students would receive more individualized attention to support them toward graduation and to help them prepare for post-secondary education and/or career plans. Students are encouraged to meet with their guidance counselor to review progress toward graduation.
· Current 10th, 11th, and 12th grade students who are on track to graduate would complete high school at Bread and Roses if they continue to earn credits on schedule. As the school becomes smaller, these students would receive more individualized attention to support them toward graduation and to help them prepare for post-secondary education and/or career plans. Students would also be encouraged to meet with their guidance counselor to review progress toward graduation.
· Current 10th, 11th, and 12th grade students who are not on track to graduate should meet with their guidance counselors to review their progress toward graduation and to discuss their options. Make a plan to accumulate credits and pass Regents exams. Students could complete high school at Bread and Roses or consider applying to a transfer high school. For information about these options, speak with your guidance counselor or visit www.goingforme.org.
If the proposal to phase out Bread and Roses is approved, the school would not admit new ninth-grade students after the end of this school year. Bread and Roses would continue to serve students currently enrolled in the school. The school would close in June 2016 after its phase-out is complete.
Supporting Current Students
The DOE remains focused on helping Bread and Roses students succeed. If this proposal is approved, Bread and Roses would be provided targeted, customized and intensive supports aimed at the unique needs of the school and its students. This support would be in the areas of budget, staffing, programming, community engagement, guidance and enrollment including, but not limited to:
- Helping the school provide students with options that support their advancement and fully prepare students for their next transition point,
- Working with school staff to foster a positive culture, and
- Supporting school leadership in efficiently and strategically allocating resources to ensure a consistent and coherent school environment focused on student outcomes.
Plans for a New School for the Bread and Roses Community
The DOE has proposed to open and co-locate a new district secondary school in the same building as Bread and Roses. If that co-location proposal is approved, the new school will begin serving grade 6 in the 2013-2014 school year and add one grade each year until it serves grades 6-12 in the 2019-2020 school year.
More information about this replacement school will be available shortly. We will work with the community to retain partnerships with community-based organizations that are offering valuable services to the school community.
Next Steps and What You Can Expect
In the next two months, the DOE will invite the Bread and Roses community to participate in a joint public hearing co-hosted by the DOE, the District 5 Community Education Council, and Bread and Roses’ School Leadership Team. As soon as the hearing has been scheduled, we will notify you of the date and also share with you the formal phase-out proposal. During the joint public hearing, community members, including parents and students, will be able to share their thoughts on the phase-out proposal.
The proposal to phase out and replace Bread and Roses will be voted on by the Panel for Educational Policy (“PEP”), which is composed of members appointed by Mayor Bloomberg and the five Borough Presidents, during a public meeting scheduled for March 11, 2013. During this meeting, the public will have another opportunity to comment on the proposals. If the PEP approves the proposals, Bread and Roses would not accept new students next school year.
Sharing Your Concerns and Questions
The DOE is seeking your feedback on the proposals. We will record your comments and include them in our Analysis of Public Comments, which is presented to the PEP prior to the vote on the proposals. Please submit your comments to: