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Board approves changes to SPASH junior-year writing and literature course offerings
Summary
The Stevens Point Area Public School District board approved new course names and a narrowed junior-year course sequence at SPASH to ensure every junior completes a common writing course and one of three literature tracks; the changes include adding dual-enrollment speech and renaming several electives to clarify student choices.
The Stevens Point Area Public School District board on Jan. 13 approved revisions to course names and a revised junior-year English course sequence at SPASH (Stevens Point Area Senior High School) intended to streamline student choices and raise consistency in writing instruction.
Administration and the SPASH English department said the changes do not eliminate courses but narrow the options juniors may choose so every junior completes one of two designated writing courses (Composition and Research or Foundations of Writing) and selects one of three literature-track options. The board also approved offering Speech as a dual-enrollment course beginning next year.
Why it matters: Administrators and teachers told the board that the district's prior breadth of elective options left many juniors spread across multiple elective classes, reducing opportunities for consistent writing instruction and fidelity to district standards. Board members and administrators connected the change to ongoing curriculum work and a larger effort to increase rigor and clearer course pathways.
Details of the change: The department proposed renaming and regrouping several junior/senior-level English offerings so students choose between two writing courses and among three literature options. Course titles to be used in the catalog include Composition and Research (formerly Advanced Composition), Foundations of Writing, The Art of the Short Story (formerly Modern Literature), and Choice Literature (replacing Exploring Literature). John Ballendorf, representing the department, said teachers and enrollment data drove the recommendation.
Board discussion: Trustees asked whether the new structure would create perceived ‘‘easy’’ or ‘‘hard’’ choices and how counselors would guide students. Teachers and administrators said the goal is to make rigor expectations clearer and to ensure counseling encourages students to select courses aligned with their postsecondary goals. Members signaled they expect ongoing review; administration said the course descriptions needed to be finalized promptly for registration.
Vote and implementation: The board approved the changes; the motion (to approve recommended course name changes and the revised junior course sequence) passed on voice vote. Administration will finalize course descriptions and publish them for student course selection.
Ending: District leaders described this step as one part of a broader program evaluation and sequencing review; additional adjustments and monitoring will follow as the district reviews enrollment patterns, course outcomes and equity of access to advanced pathways.
