District Departments

LONGMEADOW PUBLIC SCHOOLS  •  535 BLISS ROAD  •  LONGMEADOW, MASSACHUSETTS 01106 • P 413-565-4200 •  F 413-565-4215



The office of the Superintendent is responsible for overseeing the successful operation of the district’s six schools, inclusive of all school-sponsored activities and student experiences. School programs and student activities as well as finances, special services, instruction, technology, and professional development are coordinated through the office of the Superintendent. 

The Superintendent along with her Administrative Team consisting of the 6 Building Principals; Asst. Superintendent for Learning; Assistant Superintendent for Finance and Operations; Pupil Services Director; Director of Technology; and Asst. Principal of the High School work collaboratively to keep a focus on "eyes on the child - learning".

Individuals with questions regarding any aspect of the district’s operation are encouraged to call, write or email the Superintendent of Schools. Inquiries will be directed to the appropriate school personnel and a response will be forthcoming. 

The Superintendent of Schools is pleased to communicate directly with future, current, or past users of the Longmeadow Public Schools. Above average attention to the community’s children and ultimately all residents constitute the central value of the Longmeadow Public Schools.



The Business Office is responsible for the operations of all financial aspects of the School Department.  This includes preparation and supervision of the budget, assuring that all spending is within the structure and confines of the School Committee policies and guidelines.   Other financial responsibilities include processing and oversight of District fees and special revenues of various sources such as full-day kindergarten and preschool, tuition, transportation, donations, grants, etc.  Comprehensive financial reporting to the School Committee’s Finance Sub-Committee is done on a regular basis, as well as to the Department of Elementary and Secondary Education in the form of periodical reports including the annual End-of-Year Financial Report.

Other responsibilities of the Business Department include customer service for the public and employees regarding: transportation, busing and bus passes, facilities and facility use, school lunch program, and employee benefits. Employees and the public are encouraged to contact the Business Office for any needs or concerns they may have.


The Office of Pupil Services monitors the implementation of both federal and state laws and regulations concerning Civil Rights, English Language Learners, and Special Education. Apart from these areas, the Office also oversees Psychological, Guidance, Nursing, Speech/Language Pathology, Occupational Therapy, Physical Therapy, Early Childhood Education and Integrated Preschool, and Behavioral Services as well as Special Education Teachers and Paraprofessionals. We invite you to learn more about the Office of Pupil Services either by reading the information provided on this website or by calling the Office of Pupil Services at 413-565-4200 X2.


Special Education refers to specially designed instructional services beyond the regular classroom program. It is for children who receive a diagnosis in one or more of the following areas: Autism, Communication Impairment, Developmental Delay, Emotional Impairment, Intellectual Impairment, Neurological Impairment, Physical Impairment, Sensory Impairment, or Specific Learning Disability and are not making effective progress in school. Services range from homework or seating modifications, to physical, occupational or speech therapy, or to placement in a special program or school.

A student may be referred for an initial evaluation at any time by a parent or any person in a caregiving or professional position concerned with the student's development. When a student is referred for an evaluation to determine eligibility for special education, the school district shall send written notice to the student's parent(s) within five school days of receipt of the referral. The notice shall seek the consent of a parent for the evaluation to occur, and provide the parents with the opportunity to express any concerns or provide information on the student's skills or abilities.

As part of the notice, an opportunity to consult with the Special Education Administrator or his/her designee to discuss the reasons for the referral will be provided to the parents as well as the content of the proposed evaluation, and the evaluators used. Upon referral, the district shall evaluate children who are two and a half years of age and who may be receiving services through an early intervention program. An initial evaluation shall be conducted in order to ensure that if such child is found eligible.

Upon receipt of the signed consent, the district will evaluate in all areas of the student’s suspected disability. The evaluation must be sufficiently comprehensive to identify all the child's special education and related service needs. Assessments regarding the suspected disability, educational status and progress in the general curriculum, and the results of school and state tests will be part of the evaluation. In general, any assessments in any areas necessary to determine eligibility, to reveal how the disability impacts educational progress, and in order to assemble information needed to develop an appropriate Individual Education Program will be included.


An Individualized Program (IEP) Team will collect and examine all relevant information to establish the presence of a disability, will make a judgment on whether the student is making effective progress in the general education program, whether the lack of progress is a result of the disability, and whether the student requires specially designed instruction in order to make progress and access the general education curriculum. The Team may find a student eligible for special education services or may make a finding of no eligibility. 

If a student is found eligible for special education services, an IEP will be developed to address the unique needs of the student with a disability. The IEP will form the basis for the placement. If the student does not have a disability, does not show a lack of progress, does show a lack of progress but it is not due to a disability, or does not require special education, then the Team will make a finding of no eligibility. As a matter of good educational practice, the Team will discuss the appropriate next steps to ensure that any identified problems or concerns are addressed. Processes are in compliance with the Federal Individuals with Disabilities Education Improvement Act (IDEIA), the MA Chapter 766 regulations, and the MA Education Reform Act.


Please refer to http://www.slideshare.net/fcsn/basic-rights-in-special-education-2358516 for a comprehensive presentation on the rights of students and parents under state and federal laws and regulations. 


The mission of the Technology Department is to work to attain efficiencies and economies of scale; reduce or eliminate duplication and overlapping of services, responsibilities, and functions; improve the coordination of planning for the use of technology between and among various town departments; and manage the implementation of all technology-related projects.