Special Study Course Descriptions

YY010CAFETERIA WORKNC

This is a cooperative program between the student, the cafeteria manager and the school. Any student is eligible to assist the manager in the preparation and dispensing of food for the student body. The student maybe removed for poor conduct or unsatisfactory work. The student receives lunch in return for services performed. No credit is given.

This is a one-semester course directed toward the improvement of reading and communication skills through learning by teaching and tutoring elementary students on a one-to-one basis. The program will improve self-confidence and self-concept and also improve student's motivation to learn. This course should be considered as a personal learning experience rather than preparation for teaching.

Y Y040 HOME NC

A special designation used for programming purposes to show that a student goes home before the end of the regular school day. Parental and counselor approval, in writing, are necessary.

A program which has as its purpose the extension of vocational learning opportunities for the pupil through part-time paid employment in the occupation for which his/her school education program is preparing him/her. The job must provide a valuable learning experience, conform to wage and hour laws, and furnish an average of ten hours of work each week. The student must maintain satisfactory grade and attendance records at school.

Same course description as Y050 (only 70 hours required).

This program has as its purpose the extension of vocational learning opportunities for the student through part-time, paid employment in an occupational area in which he/she demonstrated an interest through career assessment. The job will provide a valuable learning experience, conform to wage and hour laws, and furnish an average of ten hours of work each week. The student must maintain satisfactory grade and attendance records at school. This course is provided by the Career Development Center through federal JTPA funds to eligible students. It is subject to the 20 credit maximum for work experience courses.

Exploratory Work Experience education has as its general purpose the vocational guidance of the pupil through affording him/her opportunities to observe and sample systematically a variety of conditions of work for the purpose of ascertaining his/her suitability for the occupation he/she is exploring. The student will not be paid by the employer. The student will normally advance from Exploratory Work to General or Vocational Work Experience.

Same course description as Y060 (only 70 hours required).

A program whereby school credit is granted for supervised employment experience which meets required standards. The job must provide a valuable learning experience, conform to wage and hour laws, and furnish an average of ten hours of work each week. The student must maintain satisfactory grade and attendance records at school or on the job, whichever is appropriate. This course is used for students who are 16 years of age or older.

Same course description as Y070 (only 70 hours required).

Students enrolled in this program will be assigned to individual instructors to develop an educational program. Enrollment and completion of this course will achieve 2.5 credits.

Students enrolled in this program will be assigned to individual instructors to develop an educational program. The instructor will designate the number of credits (normally 5 per semester).

This is a program whereby school elective credit is granted for 140 hours of supervised employment experience along with related instruction which meets required standards. A District administrator will review the information from the sponsoring agency to ensure compliance with District standards. A maximum of 10 credits may be earned towards graduation upon satisfactory completion of this program.

Y Y106 SUMMER YOUTH PROGRAM 2.5

Same general course description as Y105. However, this course will allow 2.5 credits to be earned for completion of related instruction which meets required standards, and 70 hours or more of supervised work experience. A maximum of 10 credits may be earned towards graduation upon satisfactory completion of this program.

This course is designed for the regular high school student who is considering a career as a professional or para-professional in the helping occupations. Students are assigned to a teacher of the handicapped for a least one hour per day to provide individualized tutoring under the direction of the special education teacher. In addition to the classroom work, the students are expected to participate in out-of-class activities designed to increase their ability to serve the needs of the handicapped (i.e. visits to community resource agencies, research projects, developing teaching aids, participating in seminars and workshops). The course is open to students, grade 9 through 12, who will receive five units of credit for each semester. The course may be repeated for credit at the discretion of the counselor. The regular high school principal will determine whether the student will be programmed directly to the special education teacher, to the vocational counselor, or to another designated person.

This is a course which includes the basic information presented in Clerical Office Practice, plus supervised work experience in local business offices. Considerable emphasis is placed on developing employable attitudes and skills. Prerequisite: Typing 2AS and junior or senior standing.

Offered both semesters each year and is open to all grade levels. Students perform routine office activities such as delivering call slips, running errands, answering phones, filing, etc. The semester grade evaluation is made by the counselor and teacher, or office employee supervising the student each semester.

This course is designed to provide in-depth office experience for selected students in a supervised office setting. Prerequisite: One semester of Office Assistant (2.5 credits).

A one-semester course in which students will be trained in providing basic Library/Media Center services. This course also has a job training orientation in that attendance, responsibility, accuracy, and initiative are stressed. Under direct supervision of, and instruction by, a credentialed librarian, students will assist in the daily operation of Library/Media Center services.

A two-semester course open to juniors and seniors only. This is a supervised program whereby a student interested in the teaching profession may be assigned to assist a teacher at a local elementary school for two hours a day during the school year. The student must meet the requirements for the regular work experience program and may earn ten credits for a year of work. Students may earn a maximum of 10 credits with a combination of Teacher Preparatory 1 and 2.

This represents the second year of a possible two-year program whereby a student may receive credit for supervised work under a local elementary teacher. Students may earn a maximum of 10 credits with a combination of Teacher Preparatory 3 and 4.

This course is designed for juniors and seniors who have the potential to become first-level supervisors. General areas of supervisor problems to be covered: Leadership techniques, common personnel problems, organization, making/receiving reports, techniques of training subordinates, career opportunities, practical experience (if possible).

A special designation for students who are enrolled for one period or more during the school day in a community college course while attending regular high school the balance of the day. (Credit granted upon completion of course.)

This course title may be utilized by schools to indicate that a student is enrolled in an adult school class. It is a place holder title only. It is a no credit class (title).

Y Y180 HOME STUDY NC

This course number is to be used when a student is enrolled in both home study and is carrying a partial comprehensive high school program.

This designation is used on a student's program to denote a period during the day when he/she either goes to work or is scheduled for a particular activity which does not have an IBM number.

Study Hall is offered every period during the day for the student to study at the time he/she is not scheduled for a class.

With parent permission, a senior student having sufficient credits to meet graduation requirements may be permitted to enroll in a home-based study hall under parent supervision.

An introduction to leadership training. The program provides a basis for leadership development through a student Corps of Cadets. The program is also designed to develop an appreciation for the importance of physical exercise in maintaining a healthy and active lifestyle. Classroom instruction in leadership theory, first aid, personal hygiene, health and fitness, map reading, military history, citizenship, drug abuse prevention, marksmanship and safety, and other basic military skills. Two periods each week are devoted to physical training to include calisthenics, physical conditioning, fitness testing, and team sports. Students will be required to complete the California State Health and Fitness assessment. JROTC courses meet the Physical Education graduation requirement. JROTC courses do not count against the P.E. credit limitation. A student is allowed to take a maximum of 60 units of a combination of P.E. and JROTC courses.

A continuation of JROTC 1-2. Classroom instruction in intermediate leadership theory, intermediate first aid, drug abuse prevention, health and fitness, map reading, military history, marksmanship and safety, and other basic military skills. Two periods each week devoted to physical conditioning and team sports.

A continuation of JROTC 3-4. Classroom instruction in advanced first aid, drug abuse prevention, health and fitness, techniques of communication, advanced map reading, citizenship, technological awareness, career opportunities, role of U.S. armed forces, marksmanship and safety. Two periods each week devoted to physical conditioning and team sports.

A continuation of leadership training as qualified cadets move into top leadership positions in the Cadet Corps. Emphasis on advanced leadership skills, command and staff procedures, military history, drug abuse prevention, citizenship, communications skills and career opportunities. Two periods each week devoted to physical conditioning and team sports.

Open to seniors only who are at least 17 years of age before entrance because of hospital criteria for clinical practice. Classroom located at Health Careers Center, and clinical is at Grossmont Hospital at all hospital and nursing stations, admitting, and office clerical stations. Education includes telephone techniques, medical filing, patient charts, and hospital forms, medical terminology, hospital ethics. Prepares for hospital medical/ward clerks, medical office receptionist.

Peer Listening is a program in which senior high students are trained to help each other, and students younger than themselves, to deal with their problems. Students use their personal resources and their own experiences to deal with other persons or groups--always under careful supervision. Students receive task-oriented training of teenagers, strategy and ethics of listening, communication skills, processes of decision making, coping, and goal-setting. After training, students may wish to serve as a peer listener at their school under the supervision of a counselor. The peer listener would attend a weekly practice session with the supervisor. Listeners may earn a maximum of 20 credits with a combination of Peer Listening 1-4.

A semester program in which the student acts as tutor to students needing special help. After being interviewed and accepted by the teacher, the student is given in-service training in methodology, curriculum, materials, and equipment used in the classroom. Under the supervision of the teacher, the tutor works with small groups of students and is responsible for preparing the presentation of the assigned lesson, directing the exercises for the lesson, and assisting in evaluation. His/her interaction with his/her student provides the individual attention necessary to improve motivation and performance, as well as the personal environment that encourages social growth.

Peer tutors help teach English-as-a-Second-Language to the limited and non-English-speaking students on a one-to-one basis. While making new friends and learning about each other's cultures, they model correct English pronunciation. They teach beginning English grammar, reading, writing, and practice new words and concepts by playing games and having short conversations. Through this program both students learn new concepts, customs, and gain a feeling of accomplishment and friendship.

The college peer advisor program is designed to train junior and senior college bound students so that they may assist their peers in accessing information about the college admission process. Working under the direction of a certificated counselor, the college peer advisors will perform duties ranging from helping students fill out college applications, research financial aid and admission information and disseminate SAT/ACT testing materials. The objective of the program is to augment the flow of information about postsecondary opportunities and financial aid to our students through the help of trained peers. College peer advisors provide support to the guidance staff and serve as an integral part of a student centered approach in our school's guidance delivery system.

A one-semester course designed to develop an understanding of the three different methods of manual communication most commonly used by the deaf (Ameslan, Ameslish, Signed English). Students will learn basic expressive and receptive vocabulary and sign language skills to facilitate more effective communication between hearing individuals and hearing-impaired individuals on campus and in the community.

The YCC Environmental Awareness Program will provide 10 hours of study and 30 hours of outdoor conservation work per week for eight weeks during the summer. YCC enrollees may acquire awareness, knowledge and attitudes about the relationships among various elements of the natural world and between people and that world.

This course is for selected honors level students who have demonstrated outstanding potential for leadership. The leadership styles of well-known leaders will be analyzed, as well as characteristics of successful leadership. The course is normally offered as a 4-hour per day, six week summer school offering. Enrollment is by invitation only, based on recommendations from GATE teachers at each school. Prerequisite: GATE eligibility.

A continuation of Special Studies in Leadership 1H, completing the program.

An extracurricular activity which awards school service credit to students chosen to represent their school in this activity. Members of the Marching Band participate in parades, half-time football shows, and other activities. A maximum of two and one-half (2.5) units of credit per semester will be awarded for successful completion of this activity.

Marching Physical Education is a co-curricular program available to students at selected schools. Students are eligible to earn credit for Marching Physical Education only when the Marching Band program in which they participate satisfies specific standards relating to competition, performance, and incorporation of physical education concepts. Though the program is designated as non departmental, students may apply up to 10 credits (maximum 5 credits per year) toward completion of the "sophomore" graduation requirement in physical education. Physical education concepts integrated into the Marching Physical Education program include cardiorespiratory and cardiovascular fitness and exercise, muscular strength and endurance, flexibility, body composition, target heart rate, nutrition, injury prevention and treatment, movement skills, and social development and interaction. Marching band performance standards include 6 hours per week of active marching rehearsal over an 18-week period, and unit participation in 4 competitive parades and 4 competitive field shows.

An extracurricular activity which awards school service credit to students chosen to represent their school in this activity. Members of the cheer squad participate at athletic events and other activities. A maximum of two and one-half (2.5) units of credit per semester will be awarded for successful completion of this activity.

An extracurricular activity which awards school service credit to students chosen to represent their school in this activity. Members of the specialty corps coordinate their routines and activities with members of the marching band. They also participate in parades, half-time football shows, and other activities. A maximum of two and one-half (2.5) units of credit per semester will be awarded for successful completion of this activity.

This course affords qualified students an opportunity to study the inter-relatedness of ideas and solutions to problems. While emphasizing reading and literature, this interdisciplinary course combines knowledge from areas of math, science, philosophy, and social science. In addition to written work, students study and explore college level materials about logic, aesthetics, and economics. They will be able to explain, orally and in writing, how knowledge of specific facts can be applied to current philosophical issues. Students will also be able to debate philosophical, scientific, and political questions logically and knowledgeably. Analysis and synthesis of ideas are emphasized. Students will prepare and present speeches and panel discussions about current issues. This course is offered for elective credit. Prerequisite: Academic recommendations. This course has not been approved for University of California entrance requirements.

This course affords qualified students an opportunity to study the inter-relatedness of ideas and solutions to problems. The course combines knowledge from areas of math, science, literature, philosophy, and social science. Analysis and synthesis of ideas is emphasized. Students will prepare and present speeches and panel discussions about current issues and will study and explore college level materials about logic, aesthetics, and economics. They will be able to explain, orally and in writing, how knowledge of specific facts can be applied to current philosophical issues. Students will also be able to debate philosophical, scientific, and political questions logically and knowledgeably. This course is offered for elective credit only. Prerequisite: Academic recommendations. This course has not been approved for University of California entrance requirement.

This is a college preparatory elective course for students in grades 9 through 12. AVID provides academic instruction and other support to underachieving or underrepresented students to prepare them for admission to the University of California and California State University Systems. AVID uses writing as a tool for learning, college tutoring, collaborative study, seminars in note taking and organizational skills, and emphasizes mastery of concepts in all subject content areas and preparation for college admission. Prerequisite: Students must qualify and meet teacher's selection for program criteria.

The AVID Senior Seminar is the culmination of a student's years in the AVID program, and the course involves substantial critical reading and writing, preparation for external exams such as Advanced Placement and International Baccalaureate, and weekly Socratic Seminars. Students enrolled in the Senior Seminar are required to complete weekly timed writings and analytical discourses in subjects across the curriculum. In addition, students are required to make oral presentations to the class on topics related to college entrance, contemporary issues, and social concerns. As with all AVID courses, the Senior Seminar features tutors, college students who lead discussions and analysis of the academic subjects in which the students are enrolled. Senior Seminar students, working with the tutors, are expected to participate in and moderate Socratic Seminars. These discussions move beyond didactic instruction and assist students in gaining multiple perspectives on texts, supporting arguments with clear reasoning and evidence, and developing their critical thinking skills to the degree necessary for success in college. This course will follow the outline presented to U.C. by the AVID Coordinators at the San Diego County Office of Education. The course will be implemented in the fall of the 1995-96 school year.

English reading proficiency is a course designed for students who are at risk academically. By using accelerated learning techniques, teachers will provide opportunities for these students to explore ways they can improve basic reading and writing skills and advanced skills while developing an understanding and appreciation for the unique ways each student learns. The

course is designed to deliver instruction using various learning modalities and intelligences. Students will experience learning in fresh and energetic ways. Teachers have been trained in quantum learning techniques which emphasize study skills, self-esteem, and learn to learn methods. Prerequisite: Chapter 1 students (for summer school only).

The transition from middle school to high school can be difficult for incoming ninth grade students. This summer school course is designed to help students learn extensive study skills and time management strategies. The course will also include skill building, reading, writing, and communication activities. Students will be introduced to a variety of resource materials available at the school and within the community.
Y Y520 TECHNOLOGY FUNDAMENTALS

A one-semester interdisciplinary overview of technology targeted to the 9th- and 10th-grade levels. The emphasis of this course is to provide students with integrated learning experiences. Students will complete project assignments in a minimum of four different subject areas such as English, math, social science, science, technical areas, visual and performing arts, physical education, and other career areas demonstrating the use of a variety of technologies. Technologies demonstrated will include the use of computers and multimedia tools such as scanners, CD-ROM, sound and video. This course will include introductory units in keyboarding, networking, multimedia, local and distant electronic research using the Internet, word processing, desktop publishing, spreadsheet and data-bases. This course may meet the graduation requirement for Technology Foundations, if included in the site technology plan.

A computer programming course for the college-bound student which emphasizes the BASIC language. Student will learn to develop algorithms to solve problems, to write programs, and to diagnose errors in the algorithms and their programs. Prerequisite: Computer Studies 1, Algebra 1C, or consent of the instructor. This course meets the University of California "F" requirement.

Same as Computer 1C on a continuing basis with emphasis on advanced programming techniques, including string and file manipulation and operating systems. Prerequisite: Computer Programming 1C or consent of the instructor. This course meets the University of California "F" requirement.

A continuing program of advanced programming techniques, including detailed program documentation, various sort routines, and ASCII conversions. Prerequisite: Computer Programming 2C. This course meets the University of California "F" requirement.

Same as Computer Programming 3C on a continuing basis. Students will write sophisticated programs utilizing the techniques learned in Computer Programming 1C, 2C, and 3C. Prerequisite: Computer Programming 3C. This course meets the University of California "F" requirement.

Desk Top Publishing is a one-semester course using software such as PageMaker, Publish-It, PFS, First Publisher, or WordPerfect 5.1 to teach students to create a newsletter, a business form, a flyer, business stationery, business cards, and greeting cards. Students will learn to create, erase, copy, paste, and insert graphics, how to use special fonts, how a computer works, and what role the computer plays in society. They will also learn publication layout and design basics. The correct use of such peripherals as a mouse, a scanner, a modem, and a printer will be included.

Multimedia is a one-semester course designed to provide students with experience in designing and producing multimedia presentations using HyperCard with Macintosh computers or equivalent systems. Students will use a variety of computer-centered technologies to access and manipulate text, sounds, graphics, animation, and video images. Prerequisite: Technology Foundations or consent of teacher.

Y Y560 ADVANCED PLACEMENT COMPUTER SCIENCES 1H 5 Y565 ADVANCED PLACEMENT COMPUTER SCIENCES 2H 5

A two-semester course open to 11th- and 12th-grade students. This course is intended to serve both as an introductory course for computer science majors and as a substantial service course for people who will major in other disciplines that require significant involvement with computing. The major emphasis in an Advanced Placement Computer Science course is on programming methodology, algorithms, and data structures. Applications of computing provide the context in which these subjects are treated. Applications are used to develop student awareness of the need for particular algorithms and data structures as well as to provide topics for programming assignments to which students can apply their knowledge. A particular programming language constitutes the vehicle for implementing computer-based solutions to particular problems. Treatments of computer systems and the social implications of computing are integrated into the course and not isolated as separate units. Initial offerings of the Advanced Placement Examination will require the use of Pascal. Prerequisite: Successful completion of Algebra IIC-1, Algebra IIC-2, or consent of instructor. This course meets the University of California "F" requirement.

A one-year course for 9th and 10th graders is one of several classes taught by an interdisciplinary team of teachers. Together the team forms a House or Academy where teachers provide their students with integrated learning experiences, exposure to current technologies, and an introduction to various career paths. Students develop skills related to the use of computers and technology which they are then able to use to communicate their ideas in their other House classes and in the homes, communities, and future work places. The course is comprised of two non-sequential semesters which may meet the requirements for Technology Foundations if included in the site technology plan and also meets the requirements for the career portion of Career and Family Studies.

Technology Connections 1 includes keyboarding, word processing, spreadsheet, database, desk top publishing, computer art and graphics, and other appropriate technologies such as telecommunications, CD-ROM, and multimedia, and a career unit where research and goal-setting are emphasized.

Y Y575 TECHNOLOGY CONNECTIONS 2 5

A continuation of Technology Connections 1 Including learning modules in the areas of Communication Technology such as robotics and electronics and Health/Environmental Technology such as dissection and measurement. Each module contains a unit in which the students explore the career possibilities related to that technology. This course may meet Technology Foundation credit after completing two semesters per site technology plan.

This six-week course ensures compliance with a minimum of 30 clock hours of instruction. This instruction includes all 11 areas required by California Education Code 51220 (j) and California Administrative Code Title 5, Article 1. The focal point of this instructional experience is to develop proper attitudes necessary for surviving in modern traffic.

The curriculum of this course is designed in such a way that students will be exposed to various technological concepts. The format for this course entails modular stations. Students will complete a minimum of 9 instructional modules from offerings presently totaling 20. Four required modules are computer technology, word processing, keyboarding, and measurement. The remaining modules include topics such a biotechnology, robotics, CAD, power and energy, plastics, video, and transportation.

A Board-directed alternative program for expelled students seeking reinstatement in the Grossmont Union High School District. This class meets after the regular student day and lasts six or more weeks. Students participate in group decision-making exercises, as well as work on their individual academic subjects. Students enrolled in this class are on suspended expulsion and can matriculate into Chaparral day classes upon successful completion of this course.

Under weekly teacher supervision, students learn the fundamentals of HTML coding for publishing on the World Wide Web. Ten meetings of programmed instruction with written evaluations are followed by project based activities. Activities include the creation of Web pages for the site and community. A community client from local business, government, or human service agency meets with students to share needs and information. Students create informative presentations on behalf of the client. Presentations are hosted on the District's Web server and are publicly available.

Y Y845 WEB SITE 5

This course is designed to provide full support for a comprehensive Internet Web site home page for the high school. In addition to basic computer skills such as word processing, database creation, management and form design, and utilizing on-line resources (primarily the Internet), it will also include advanced skills involving aspects of programming, digital photography and project management.

Y Y850 TRANSFER COURSE 5

This course has been taken by a student who has been attending a school outside the Grossmont District. The subject matter field has been identified, however, the course description or title is not readily matched with a course in the Grossmont District Master Course Title Book. Elective credit has been granted.

Y Y851 TRANSFER COURSE 5

This is a second semester transfer course. In cases where students remain in the same subject matter field during the second semester, using this course identification will allow a more accurate recognition of the course work.