• Category 1

    Selected in 2016

  • Grades: pre k - 5
    School Setting: suburban
    Town Population: 337,000
    Student Enrollment: 745
    Student Demographics:

    Black/African American: 27%
    White/Caucasian: 7%
    Hispanic: 63%
    Hawaiian/Pacific Islander: 0%
    Asian: 3%
    Native American: 0%
    Other: 0%

    Teacher/Student Ratio: 1:19
    % Reduced Lunch: 88%
    % ELL Learners: 63%
    Founded: 1955
  • PRINCIPAL:
    Bessie Cooper
  • CONTACT:
    6600 Strathmore Road
    North Chesterfield, VA 23237
    804-743-3610
    bessie_cooper@ccpsnet.net
Bensley Elementary
North Chesterfield, VA
Bensley's philosophy for school change is to provide an environment where each individual student has a unique experience.
Describe your philosophy of school change or improvement.
Bensley's philosophy for school change is to provide an environment where each individual student has an unique experience. Bensley promotes and supports an inclusive learning environment where all students are provided an opportunity to learn and achieve. Bensley embraces the philosophy that every staff member is responsible for every student. Students from all subgroups (ESOL, Special Education, disadvantaged, gifted) and all ability levels (below, on, and above grade level) are supported to reach their greatest individual potential.

What is the single most important factor in the success of your school that others could replicate?
Data-driven and student-focused instruction is provided through Bensley’s “flood-in” instructional model. With this model, all instructional support teachers (ESOL, Special Education, Title I, and highly qualified Instructional Assistants) “flood in” to grade level classrooms throughout the school day to deliver strategic, research-based guided reading instruction, adapted from Richardson’s The Next Step in Guided Reading (2010). Daily small group guided reading occurs across the school in flexible student groups based on instructional reading levels as measured by the Developmental Reading Assessment (DRA). On-going progress monitoring and quarterly assessments measure growth and determine movement between these flexible groups. This format targets daily instruction in sight words, decoding, vocabulary, fluency, writing, and comprehension strategies based on the developmental needs of each reader and group.
Identify the critical professional development activities you use to improve teaching and student learning.
Bensley’s administration promotes staff development opportunities by using peer professional learning communities. Teachers training other teachers has been the key to refining instructional practices at Bensley. On-going professional development is one of the reasons for Bensley’s continued success. Professional development is critical to building the capacity of the staff’s knowledge of research-based strategies, effective programs and frameworks that maximize student achievement. Bensley is a data-driven school, and uses data to not only reteach and plan for further instruction, but also for professional development planning. Much of Bensley’s professional develop is designed in-house by lead teachers, specialists, and the Literacy Coach. Teachers meet weekly during one of their planning periods, after school, and on early-release days for professional development engagement. Teachers are usually trained in small groups by grade level, or across grade levels by area of need.
Describe how data is used to improve student achievement and inform decision making.
Bensley’s growth and progress are measured throughout the calendar year. Schoolwide data is analyzed annually to identify instructional implications and trends. Analysis of Bensley’s state assessment data provides opportunities for staff members to identify subgroups that need extra support and create overall learning goals. Administrators and teachers monitor quarterly benchmarks and make specific short-term goals to target weak areas. For instructional purposes, classroom teachers are responsible for completing reading and math data analysis each nine weeks. Comparative data is used to highlight areas for intervention or for remedial instruction. All data is reviewed collaboratively in PLCs and monitored by math and reading specialists to identify areas for growth, professional development, and progress monitoring. This consistent, on-going dialogue enables the staff to collaboratively meet and exceed school progress goals, which increases achievement for all students.
Describe your school culture and explain changes you’ve taken to improve it.
The school climate is indicative of our philosophy that all decisions are made in the best interest of children. Administrators and teachers set high expectations for themselves and the students. In the past 10 years, the Hispanic population at Bensley has increased from 16% to 63%. To aid in our instruction and to promote learning within our English Language Learners (ELL) population, staff members have received training in Sheltered Instructional Observation Protocol (SIOP). This model enhances content literacy instruction and promotes comprehension through the use of language practice opportunities with a focus on vocabulary.
Stats
  • Category 1

    Selected in 2016

  • Grades: pre k - 5
    School Setting: suburban
    Town Population: 337,000
    Student Enrollment: 745
    Student Demographics:

    Black/African American: 27%
    White/Caucasian: 7%
    Hispanic: 63%
    Hawaiian/Pacific Islander: 0%
    Asian: 3%
    Native American: 0%
    Other: 0%

    Teacher/Student Ratio: 1:19
    % Reduced Lunch: 88%
    % ELL Learners: 63%
    Founded: 1955
  • PRINCIPAL:
    Bessie Cooper
  • CONTACT:
    6600 Strathmore Road
    North Chesterfield, VA 23237
    804-743-3610
    bessie_cooper@ccpsnet.net