Steuart W. Weller

Loudoun County Public Schools

Comprehensive Needs Assessment - Executive Summary

20700 Marblehead Dr.

Ashburn, VA 20147


Julia Burton

LCPS School Profile

Virginia School Quality Profile

School Improvement Plan

Stakeholder Input

  • Teachers
  • Building Administrators
  • Central Office Administrators
  • Parents / Guardians
  • Community Members
  • Business Partners
  • Others (specify):

Instructional Overview

Provide descriptive information related to the curriculum, instructional programs, and/or existing interventions to support the academic, behavioral, and/or social emotional needs for all students.

Steuart Weller Elementary School has embraced the reading/writing workshop model and guided math. Support is provided for English Language Learners and students with disabilities. MTSS has been implemented using Fastbridge for progressing monitoring and specific interventions are determined by individual student needs. PBIS continues to be implemented and refined. The Responsive Classroom model is being introduced with a specified attention to creating a safe-learning environment for all students.  Steuart Weller ES was a recipient of the VDOE 2018 Board of Education Distinguished Achievement Award.

Extended Learning Opportunities

Provide information to describe extended learning opportunities for students, staff, families and community.

PTO sponsored after-school activities program, which include scholarships for students who need financial assistance. Parents and community are invited to monthly principal interactive informational sessions. Staff members are encouraged to participate in continuous learning activities through school-based, county-based, and graduate level work.

Areas of Strength

Summary statements for domains providing evidence of analysis of trend data over a 3-year period and data triangulation to confirm areas of strength. Provide a clear connection between outcomes and contributing factors.

EL students performed on a higher level on the SOL due to focused interventions. A contributing factor was EL teachers being trained in specialized reading and using Fastbridge to progress monitoring results. Special education teachers also implemented specialized reading instruction.  Another school strength is student leadership opportunities through student council and PAW Patrol, which provides student involvement in school governance. Steuart W. Weller Elementary School received a level one in all six indicators Virginia Department of Education School Quality Indicators, which are Academic Achievement-English, Achievement Gap, Academic Achievement-Math, Academic Gap-Math, Academic Achievement-Science, and Chronic Absenteeism.

Another area of strength is increasing teacher involvement in decision-making, such as  teacher input on master schedule and  professional development. Teachers participated on all interview teams, development of the mission statement, and the school budget. CLT agendas are developed by grade-level team leaders. SWES is exploring personalized learning; staff members are engaging in project based learning, including more staff members participating in formal training.

Areas for Growth

Summary statements for domains providing evidence of analysis of trend data over a 3-year period and data triangulation to confirm areas of concern. Provide a clear connection between outcomes and contributing factor,


Students with Disabilities over the last three years have had inconsistent English performance on the SOLs. Last year students with disabilities had a 73.33 pass rate. The prior year, students with disabilities passed at a rate of 82.14.

Consistent implementation of PBIS strategies across the school staff to increase student perception of fairness as identified on the Bright Bytes survey.

While we are meeting the proficiency levels, Steuart Weller Elementary School could have higher performances in reading, math and science. A new math curriculum is being implemented; science needs to continue to be a high focus point in all grades.

Increase effective communication with staff and parents.

Students reported concerns about interpersonal relationships and feeling a lack of connection between students and staff according to the perception survey. An area of growth is better understanding students’ social/emotional needs and implementing responsive classroom models.