Stoughton Public Schools officials and community members at a committee meeting discussed next steps if a planned building project advances, creating a modular‑classroom working group to visit example sites, and examined grade‑configuration options and redistricting considerations as enrollment and special‑education needs grow.

The discussion centered on how to address immediate space shortages and longer‑term district structure. "We're in a perfect storm of enrollment," Superintendent Joe Biden said, noting limited physical space in existing buildings and rapidly increasing numbers of students needing specialized services. He told the committee modular classrooms could be deployed quickly if needed: "Modulars go up much quicker...once the area is clean, the sewer connections are made and all that stuff. It's months."

Why it matters: The committee is preparing contingency plans that could affect where elementary students attend school, how special‑education services are delivered, and what the town will be asked to approve at an upcoming vote. Committee members urged clear community communication and suggested drawing on materials used by neighboring districts.

Committee members praised public‑facing materials on other districts' websites as models for outreach. "The Andover site was really digestible for people," said Megan Teixeira, co‑chair of CPAC, who recommended studying Andover's use of videos and published survey results. Other members said Norwood's interactive map was useful for families wanting parcel‑level redistricting views.

On temporary and more immediate steps, the committee agreed to form a modular classroom working group to tour installed modulars in other districts after April 1, when scheduling and an expected vote will be clearer. Members and parents volunteered to join the group; Dennis Rego, director of facilities and grounds, was named as a consistent district contact for tours.

The meeting also covered possible reconfigurations of elementary grades. Several speakers endorsed separating the youngest grades from older elementary grades (for example, K–2 and 3–5), citing differences in literacy needs, social‑emotional supports and standardized testing windows. "The literacy needs for pre‑K through 2 are so vastly different," said Dr. Quilty. But staff cautioned that reconfiguration can add transitions for families and can trigger transportation and childcare implications.

Enrollment and capacity data cited at the meeting highlighted the district's constraints. Superintendent Joe Biden and staff described current approximate enrollment by school: about 400 students at the DAW, roughly 400 at the Gibbons, about 285 at the Hanson, roughly 300 at the South, about 330 at the Wilkins and roughly 150 at the Jones. The middle school enrolls about 825 students and the high school roughly 1,100. A district enrollment study conducted by a third party projects additional students over the next decade and a high‑school increase into the 1,300 range by 2033, according to staff comments.

Special‑education demand has risen sharply. District staff said there are now more than 800 students with individualized education programs (IEPs) systemwide, about 440 at the elementary level, and roughly the same number at secondary levels. The district currently operates about 14 specialized elementary/preschool classrooms and a growing number of other special‑education placements; staff noted specialty classroom counts have climbed substantially over the past 15 years.

Officials emphasized process and legal constraints. The Massachusetts School Building Authority (MSBA) has approved the new South/Wilkins project as a K–5 school, which would limit that building's configuration. Staff also noted federal requirements such as the Individuals with Disabilities Education Act (IDEA) and civil‑rights considerations that must be considered during any formal redistricting: "When you have a formal redistricting...any OCR could come in here at any point," Dr. Quilty said, referring to the Office for Civil Rights.

Timing and next steps described at the meeting included: outreach to Andover and Norwood staff to learn lessons from their processes, creation of the modular‑classroom site‑visit working group (tours to occur after April 1 to avoid interfering with winter/spring testing and schedules), and preparation for town‑meeting articles that would be needed to authorize construction or modular purchases. Staff said modular deployments can be completed in months once foundations and utilities are ready, unlike new construction, which can take years.

Votes at a glance:
- Acceptance of minutes of Nov. 14, as amended (motion by Jennifer Hilton; seconded by Katie Monahan). Committee approved the minutes as amended; the transcript records the motion, second and chair's declaration that the vote was unanimous. Exact roll‑call tally was not specified in the transcript.
- Motion to adjourn (moved by Christine Feeney; seconded by Mr. Doerr). Approved by voice vote; transcript records unanimous voice approval.

The committee scheduled its next meeting for Feb. 13 and said it will circulate agendas and further information on working‑group membership and planned site visits. Several members asked that the district gather and publish more transparent survey instruments and frequently asked questions to support public engagement as plans advance.