• Category 1

    Selected in 2024

  • Grades: k - 5
    School Setting: urban
    Town Population: 91
    Student Enrollment: 354
    Student Demographics:

    Black/African American: 10.7%
    White/Caucasian: 47.2%
    Hispanic: 31.1%
    Hawaiian/Pacific Islander: 0%
    Asian: 9.6%
    Native American: 1.1%
    Other: 0.3%

    Teacher/Student Ratio: 1:17
    % Reduced Lunch: 43.1%
    % ELL Learners: 21%
    Founded: 1964
  • PRINCIPAL:
    Erin Anderson
  • CONTACT:
    15 Osgood Road
    Nashua , NH 03060
    603-966-3680
    andersone@nashua.edu
Sunset Heights Elementary School
Nashua , NH
"Our school’s success is based on a commitment to high-quality instruction that addresses the diverse needs of all students."
1. Tell us about your school’s success.
Our school’s success stems from a strong commitment to high-quality instruction that addresses the diverse needs of all students. Our teachers focus on delivering strong Tier 1 instruction to ensure every student has the opportunity to meet grade-level standards. We prioritize providing additional support to students with learning gaps, helping them progress and close those gaps effectively.

This focus on rigorous core instruction and targeted interventions has led to increased proficiency levels. Just as important, we are dedicated to ensuring students performing below proficiency make more than one year’s growth. An emphasis on social and emotional well-being plays a key role, helping students feel supported and engaged, which is critical to their academic progress. With a focus on both academic achievement and overall well-being, we are seeing measurable improvements in student outcomes and growth, ensuring all learners are on a path to success.
2. Talk about the greatest contributing factor(s) that promoted positive change in your school.
The greatest factor contributing to positive change in our school is our collaborative culture, where staff work together to support one another and our students. Our building-wide schedule ensures all students are present during core instruction, providing access to grade-level standards while meeting individual needs outside that time. This approach allows us to target learning gaps effectively without compromising exposure to essential content.

We also focus heavily on ready-to-learn skills and students' social and emotional well-being, recognizing that academic success is harder to achieve without these foundations. By addressing students’ basic needs alongside providing high-quality grade-level instruction, we create an equitable environment where all students can thrive. This holistic approach ensures that students receive both the foundational support and academic opportunities needed for success in all areas, fostering growth and achievement for everyone.
3. How has ESEA funding supported the school's success?
ESEA funding has been instrumental in supporting our school's success by enabling us to prioritize the social and emotional well-being of our students. With this funding, we hired a second guidance counselor dedicated exclusively to addressing these critical areas. This role allows us to proactively identify students at risk and create targeted support groups tailored to their specific needs. Additionally, having this dedicated resource means we can respond immediately to students facing behavioral, social, emotional, or external challenges that interfere with their readiness to learn. By fostering a supportive environment and addressing these needs head-on, we ensure that every student is better equipped to thrive academically and personally.
4. What professional development activities were used to improve teaching and learning?

Our school has engaged in a wide range of professional development activities to improve teaching and learning. We have focused on enhancing core instruction across all content areas, ensuring that educators are equipped to deliver high-quality, standards-based lessons. Additionally, professional development has included training on a variety of research-based interventions and supports, enabling teachers to address diverse student needs effectively.

To create a more inclusive and supportive learning environment, we have provided training on trauma-informed teaching practices, behavior management strategies, and methods for meeting the needs of English Language Learners (ELLs) and students with disabilities. These activities empower our staff with the tools and strategies necessary to foster academic success and address the unique challenges faced by our students, ensuring a well-rounded and equitable educational experience for all.
5. Talk about the cultural shift leading up to your school's success.
Over the past 5-8 years, our school has experienced a significant cultural shift in the makeup of our community. We have seen an increase in students from low-income households, those living in transitional housing or experiencing homelessness, and students learning English as a second language. Additionally, we have observed a rise in students whose basic needs are not being met outside of school and those facing trauma in their personal lives.

In response to this shift, our staff has adapted by embedding social and emotional supports both inside and outside the classroom. This proactive approach not only helps students manage the challenges they face but also creates a more inclusive and supportive learning environment. While these changes have been particularly beneficial for students from dynamic home situations, they have had a positive impact on our entire student body, ensuring that all learners feel supported, valued, and ready to succeed academically and personally.
6. How has community involvement strengthened your success?
Community involvement has been a cornerstone of our school’s success, enabling us to meet the diverse needs of our student population. Our district has prioritized teaching strategies that address this diversity, equipping educators to support every learner effectively. At the school level, we work closely with McKinney-Vento coordinators to support students experiencing homelessness or transitional housing, making they have consistent access to education.
We have formed strong partnerships with organizations such as the local soup kitchen, End 68 Hours of Hunger program, Caitie’s Closet, local mental health agencies, the YMCA, the local police department, and other community partners. These collaborations ensure that students have access to essential resources like food, clothing, mental health support, and safety services. By working together, we create a supportive network that removes barriers to learning, ensuring every student has what they need to thrive in all areas.
Stats
  • Category 1

    Selected in 2024

  • Grades: k - 5
    School Setting: urban
    Town Population: 91
    Student Enrollment: 354
    Student Demographics:

    Black/African American: 10.7%
    White/Caucasian: 47.2%
    Hispanic: 31.1%
    Hawaiian/Pacific Islander: 0%
    Asian: 9.6%
    Native American: 1.1%
    Other: 0.3%

    Teacher/Student Ratio: 1:17
    % Reduced Lunch: 43.1%
    % ELL Learners: 21%
    Founded: 1964
  • PRINCIPAL:
    Erin Anderson
  • CONTACT:
    15 Osgood Road
    Nashua , NH 03060
    603-966-3680
    andersone@nashua.edu