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State monitoring finds Longmeadow largely compliant; officials to correct limited items on EL and transition processes
Summary
District directors reported June 17 on recent Massachusetts DESE program monitoring. Officials said Longmeadow met most monitoring requirements across ESSA, special education and English‑learner reviews, with a small number of areas identified as partially implemented and corrective actions underway.
Longmeadow administrators told the School Committee June 17 that recent monitoring by the Massachusetts Department of Elementary and Secondary Education (DESE) found the district largely compliant across multiple program reviews but identified a few partially implemented areas that district staff are addressing.
District staff reported that, under Every Student Succeeds Act (ESSA) monitoring of Title I, Title II‑A and Title IV‑A programs, the district met 26 of 28 monitoring categories; the remaining items involved posting a school report card for Wolf Swamp and improving targeted family outreach for Title I families. The director leading that response noted the two items have been or are being corrected.
In special‑education monitoring (Tiered Focus Monitoring), the district met most standards; one partially implemented area related to transition procedures from early‑childhood programs into preschool and kindergarten has been addressed with corrective steps. Director of Special Education Nicole Perez Crowe led the response on special‑education matters.
DESE’s English‑learner monitoring flagged a few areas for strengthening, including documentation of opt‑out processes and tracking student records; the director of student and family support is coordinating corrective work. Officials emphasized partnerships with area districts and colleges to ensure SEI (Sheltered English Immersion) endorsement access for teachers and said they are improving PowerSchool entry and tracking for EL students.
Committee members asked about EL enrollment. Administrators said the exact current total was not specified in the meeting but noted the number of students identified for English‑learner services has increased in recent years and that the intensity of needs varies by cohort. District leaders said they will provide an updated, exact EL count and follow‑up on the monitoring corrective actions to the committee.
