Access Health Grade 1 (#7708010) 


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Course Standards

The following standards focus on yearly instruction to ensure that students gain adequate exposure to health information and practices.  Students advancing through the grades are expected to meet each year's grade specific benchmarks and retain or further develop skills and understandings mastered in preceding grades.
Name Description
HE.1.B.3.1 (Archived Standard): Determine the meaning of warning labels and signs on hazardous products and places
Related Access Points
Name Description
HE.1.B.3.In.a: Identify the meaning of common warning labels and signs on hazardous products and situations, such as burns, poison, and no- swimming areas.
HE.1.B.3.Su.a: Recognize the meaning of a warning label or sign for a hazardous product.
HE.1.B.3.Pa.a: Recognize a selected warning sign of a product that is harmful, such as poisonous products.
HE.1.B.3.2 (Archived Standard): Identify trusted adults and professionals who can help promote health.
Related Access Points
Name Description
HE.1.B.3.In.b: Recognize trusted adults and professionals who can help promote health, such as fire rescue/EMT, police, counselors, nurses, dentists, and doctors.
HE.1.B.3.Su.b: Recognize trusted adults and professionals who can help promote health at school, such as a teacher, a counselor, and the school nurse.
HE.1.B.3.Pa.b: Recognize a trusted adult in the classroom who can help promote health, such as a teacher.
HE.1.B.4.1 (Archived Standard): Identify healthy ways to express needs, wants, and feelings.
Related Access Points
Name Description
HE.1.B.4.In.a: Recognize healthy ways to express needs, wants, and feelings in the classroom, such as telling the teacher about needs or fears, and reporting aggression.
HE.1.B.4.Su.a: Recognize a healthy way to express needs and wants in the classroom, such as telling the teacher or reporting aggression.
HE.1.B.4.Pa.a: Recognize a way to communicate a personal need or want in the classroom.
HE.1.B.4.2 (Archived Standard): Describe good listening skills to enhance health.
Related Access Points
Name Description
HE.1.B.4.In.b: Identify good listening skills that enhance health, such as focusing on the speaker and not interrupting.
HE.1.B.4.Su.b: Recognize good listening skills that enhance health, such as focusing on the speaker and not interrupting.
HE.1.B.4.Pa.b: Recognize a good listening behavior to enhance health, such as looking at the person who is speaking.
HE.1.B.4.3 (Archived Standard): Describe ways to respond when in an unwanted, threatening, or dangerous situation.
Related Access Points
Name Description
HE.1.B.4.In.c: Identify ways to respond in an unwanted, threatening, or dangerous situation, such as leaving, telling a trusted adult, and saying “no.”
HE.1.B.4.Su.c: Recognize ways to respond to threatening classroom situations, such as leaving, telling a trusted adult, and saying “no.”
HE.1.B.4.Pa.c: Recognize a way to respond in a selected unwanted or threatening situation.
HE.1.B.5.1 (Archived Standard): Describe situations when a health-related decision can be made individually or when assistance is needed.
Related Access Points
Name Description
HE.1.B.5.In.a: Identify situations when a health-related decision can be made individually or when assistance is needed, such as crossing the street, making food choices, and washing hands.
HE.1.B.5.Su.a: Identify selected situations when a health-related decision requires personal assistance, such as making healthy food choices and handling sharp objects.
HE.1.B.5.Pa.a: Recognize a classroom situation when a health-related decision requires personal assistance, such as making healthy food choices.
HE.1.B.5.2 (Archived Standard): Identify healthy options to health-related issues or problems.
Related Access Points
Name Description
HE.1.B.5.In.b: Recognize healthy options for health-related issues or problems, such as wearing a bike helmet, using seat belts, and reporting danger.
HE.1.B.5.Su.b: Recognize a healthy option for a health-related issue or problem at school, such as wearing a bike helmet in physical education, or choosing to eat healthy foods in the cafeteria.
HE.1.B.5.Pa.b: Associate a healthy option with a classroom activity, such as using equipment safely.
HE.1.B.5.3 (Archived Standard): Explain the consequences of not following rules/practices when making healthy and safe decisions.
Related Access Points
Name Description
HE.1.B.5.In.c: Identify consequences of not following rules/practices when making healthy and safe decisions, such as personal injury, tooth decay, environmental damage, and illness.
HE.1.B.5.Su.c: Identify a consequence of not following a classroom rule/practice when making healthy and safe decisions, such as personal injury, tooth decay, or illness.
HE.1.B.5.Pa.c: Recognize a selected consequence for not following a selected class rule related to healthy and safe decisions, such as a personal injury or illness.
HE.1.C.1.1 (Archived Standard): Identify healthy behaviors.
Related Access Points
Name Description
HE.1.C.1.In.0: Recognize healthy behaviors, such as eating breakfast, getting exercise, washing hands, and using sunscreen.
HE.1.C.1.Su.0: Recognize selected healthy behaviors, such as eating breakfast, getting exercise, washing hands, and using sunscreen.
HE.1.C.1.Pa.0: Recognize healthy behaviors such as eating breakfast, getting exercise, or washing hands.
HE.1.C.1.2 (Archived Standard): Recognize the physical and social dimensions of health.
Related Access Points
Name Description
HE.1.C.1.In.1: Recognize aspects of the physical and the mental/emotional dimensions of health, such as rest/sleep and personal feelings.
HE.1.C.1.Su.1: Recognize an aspect of the mental/emotional dimension of health, such as personal feelings.
HE.1.C.1.Pa.1: Associate an emotion with a behavior, such as happy with smiling.
HE.1.C.1.3 (Archived Standard): Describe ways to prevent common communicable diseases.
Related Access Points
Name Description
HE.1.C.1.In.2: Identify ways to prevent common communicable diseases, such as washing hands and not sharing food and utensils.
HE.1.C.1.Su.2: Recognize ways to prevent common communicable diseases, such as washing hands or not sharing food and utensils.
HE.1.C.1.Pa.2: Recognize a selected way to prevent communicable diseases, such as washing hands or not sharing food or utensils.
HE.1.C.1.4 (Archived Standard): Identify ways to prevent childhood injuries in the home, school, and community settings.
Related Access Points
Name Description
HE.1.C.1.In.3: Recognize ways to prevent childhood injuries, such as following rules for water, pedestrian, and bicycle safety.
HE.1.C.1.Su.3: Recognize school and classroom safety rules that help prevent injury, such as, “Walk, don’t run,” and “Keep hands and feet to yourself.”
HE.1.C.1.Pa.3: Recognize a classroom safety rule to avoid personal injury, such as staying in a seat.
HE.1.C.1.5 (Archived Standard): Identify the correct names of human body parts.
Related Access Points
Name Description
HE.1.C.1.In.4: Identify body parts outside the body by name, such as arms, hands, legs, feet, head, eyes, nose, and mouth.
HE.1.C.1.Su.4: Recognize body parts outside of the body, such as mouth, hands, arms, and head.
HE.1.C.1.Pa.4: Recognize selected body parts outside the body, such as a hand, mouth, and nose.
HE.1.C.1.6 (Archived Standard): Identify health-care providers.
Related Access Points
Name Description
HE.1.C.1.In.5: Identify a healthcare provider in the school environment, such as the school nurse, physical therapist, or teacher.
HE.1.C.1.Su.5: Recognize healthcare providers in the school environment, such as a school nurse, physical therapist, or teacher.
HE.1.C.1.Pa.5: Recognize a healthcare provider in the classroom or school, such as a teacher or school nurse.
HE.1.C.2.1 (Archived Standard): Identify how children learn health behaviors from family and friends.
Related Access Points
Name Description
HE.1.C.2.In.a: Recognize ways that children learn health behaviors from family and friends, such as family encouraging physical activity together, setting a bedtime, limiting television time, and participating in social gatherings and birthday parties.
HE.1.C.2.Su.a: Recognize a healthy behavior learned from family and friends, such as family encouraging physical activity together, setting a bedtime, limiting television time, or participating in social gatherings and birthday parties.
HE.1.C.2.Pa.a: Associate a healthy behavior with family members or friends, such as family encouraging physical activity together, having an appropriate bedtime, or participating in social gatherings and birthday parties.
HE.1.C.2.2 (Archived Standard): Explore the ways that a friend would act in a variety of situations.
Related Access Points
Name Description
HE.1.C.2.In.b: Practice actions associated with friendship (share, smile, greet, and wave).
HE.1.C.2.Su.b: Follow actions associated with friendship (Share, smile, greet, and wave.)
HE.1.C.2.Pa.b: Participate in joint activities with others.
HE.1.C.2.3 (Archived Standard): Identify what the school and community do to support personal-health practices and behaviors.
Related Access Points
Name Description
HE.1.C.2.In.c: Recognize what the school and community do to support personal-health practices, such as having cafeteria and food standards, following fire-safety rules, and providing health services such as physicals.
HE.1.C.2.Su.c: Recognize what the school does to support health practices, such as having cafeteria and food standards, and following fire- safety rules.
HE.1.C.2.Pa.c: Recognize classroom activities that support personal-health practices, such as hand washing, and having rules for using equipment.
HE.1.C.2.4 (Archived Standard): Recognize health consequences for not following rules.
Related Access Points
Name Description
HE.1.C.2.In.d: Recognize selected health consequences for not following a rule, such as injuries, arguments, hurt feelings, and pollution.
HE.1.C.2.Su.d: Recognize a health consequence for not following a rule, such as injuries, arguments, hurt feelings, or pollution.
HE.1.C.2.Pa.d: Associate a health consequence with not following a selected classroom rule, such as an injury.
HE.1.P.7.1 (Archived Standard): Tell about behaviors that avoid or reduce health risks.
Related Access Points
Name Description
HE.1.P.7.In.0: Identify selected behaviors that avoid or reduce health risks at school, such as avoiding strangers on school grounds, and following school-playground safety rules.
HE.1.P.7.Su.0: Recognize a selected behavior that can avoid or reduce health risks in the classroom, such as following classroom-safety rules, avoiding sharp objects, or not sharing eating utensils.
HE.1.P.7.Pa.0: Recognize a behavior to avoid a health risk, such as following classroom-safety rules, avoiding sharp objects, or not sharing eating utensils.
HE.1.P.8.1 (Archived Standard): Encourage others to make positive health choices.
Related Access Points
Name Description
HE.1.P.8.In.0: Remind others to make a positive health choice in the classroom, such as using sunscreen, crossing the street at the marked area, or selecting healthy food.
HE.1.P.8.Su.0: Remind others to make a positive health choice in selected classroom situations, such as eating healthy foods and using a tissue.
HE.1.P.8.Pa.0: Demonstrate a positive health choice for others in the classroom, such as eating healthy foods, and using a tissue.
MA.K12.MTR.1.1: Actively participate in effortful learning both individually and collectively.  

Mathematicians who participate in effortful learning both individually and with others: 

  • Analyze the problem in a way that makes sense given the task. 
  • Ask questions that will help with solving the task. 
  • Build perseverance by modifying methods as needed while solving a challenging task. 
  • Stay engaged and maintain a positive mindset when working to solve tasks. 
  • Help and support each other when attempting a new method or approach.

 

Clarifications:
Teachers who encourage students to participate actively in effortful learning both individually and with others:
  • Cultivate a community of growth mindset learners. 
  • Foster perseverance in students by choosing tasks that are challenging. 
  • Develop students’ ability to analyze and problem solve. 
  • Recognize students’ effort when solving challenging problems.
MA.K12.MTR.2.1: Demonstrate understanding by representing problems in multiple ways.  

Mathematicians who demonstrate understanding by representing problems in multiple ways:  

  • Build understanding through modeling and using manipulatives.
  • Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
  • Progress from modeling problems with objects and drawings to using algorithms and equations.
  • Express connections between concepts and representations.
  • Choose a representation based on the given context or purpose.
Clarifications:
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways: 
  • Help students make connections between concepts and representations.
  • Provide opportunities for students to use manipulatives when investigating concepts.
  • Guide students from concrete to pictorial to abstract representations as understanding progresses.
  • Show students that various representations can have different purposes and can be useful in different situations. 
MA.K12.MTR.3.1: Complete tasks with mathematical fluency. 

Mathematicians who complete tasks with mathematical fluency:

  • Select efficient and appropriate methods for solving problems within the given context.
  • Maintain flexibility and accuracy while performing procedures and mental calculations.
  • Complete tasks accurately and with confidence.
  • Adapt procedures to apply them to a new context.
  • Use feedback to improve efficiency when performing calculations. 
Clarifications:
Teachers who encourage students to complete tasks with mathematical fluency:
  • Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
  • Offer multiple opportunities for students to practice efficient and generalizable methods.
  • Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 
MA.K12.MTR.4.1: Engage in discussions that reflect on the mathematical thinking of self and others. 

Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:

  • Communicate mathematical ideas, vocabulary and methods effectively.
  • Analyze the mathematical thinking of others.
  • Compare the efficiency of a method to those expressed by others.
  • Recognize errors and suggest how to correctly solve the task.
  • Justify results by explaining methods and processes.
  • Construct possible arguments based on evidence. 
Clarifications:
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
  • Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
  • Create opportunities for students to discuss their thinking with peers.
  • Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
  • Develop students’ ability to justify methods and compare their responses to the responses of their peers. 
MA.K12.MTR.5.1: Use patterns and structure to help understand and connect mathematical concepts. 

Mathematicians who use patterns and structure to help understand and connect mathematical concepts:

  • Focus on relevant details within a problem.
  • Create plans and procedures to logically order events, steps or ideas to solve problems.
  • Decompose a complex problem into manageable parts.
  • Relate previously learned concepts to new concepts.
  • Look for similarities among problems.
  • Connect solutions of problems to more complicated large-scale situations. 
Clarifications:
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
  • Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
  • Support students to develop generalizations based on the similarities found among problems.
  • Provide opportunities for students to create plans and procedures to solve problems.
  • Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
MA.K12.MTR.6.1: Assess the reasonableness of solutions. 

Mathematicians who assess the reasonableness of solutions: 

  • Estimate to discover possible solutions.
  • Use benchmark quantities to determine if a solution makes sense.
  • Check calculations when solving problems.
  • Verify possible solutions by explaining the methods used.
  • Evaluate results based on the given context. 
Clarifications:
Teachers who encourage students to assess the reasonableness of solutions:
  • Have students estimate or predict solutions prior to solving.
  • Prompt students to continually ask, “Does this solution make sense? How do you know?”
  • Reinforce that students check their work as they progress within and after a task.
  • Strengthen students’ ability to verify solutions through justifications. 
MA.K12.MTR.7.1: Apply mathematics to real-world contexts. 

Mathematicians who apply mathematics to real-world contexts:

  • Connect mathematical concepts to everyday experiences.
  • Use models and methods to understand, represent and solve problems.
  • Perform investigations to gather data or determine if a method is appropriate. • Redesign models and methods to improve accuracy or efficiency. 
Clarifications:
Teachers who encourage students to apply mathematics to real-world contexts:
  • Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
  • Challenge students to question the accuracy of their models and methods.
  • Support students as they validate conclusions by comparing them to the given situation.
  • Indicate how various concepts can be applied to other disciplines.
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.



General Course Information and Notes

VERSION DESCRIPTION

The purpose of this course is to provide students with the opportunity to gain knowledge and skills necessary to make healthy choices with the overall goal of improving quality of life, as well as identify various health/safety influences, positive or negative, including family, friends, school, community, and media.

The content should include, but not be limited to, the following:

  • Core Concepts (health behaviors, disease prevention, following rules, body parts and safety)
  • Accessing Information (family rules, friend behavior, reliable resources and following rules)
  • Internal and External Influences (trusted adults/professionals and warning labels)
  • Interpersonal Communication (conflict resolution, verbal and non-verbal, active listening and refusal skills)
  • Decision Making (positive or negative health enhancing choices, healthy options)
  • Self-Management (reducing risks)
  • Advocacy (positive promotion, school and community rules)

Instructional Practices

Teaching from well-written, grade-level textbook enhances students' content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any reason.  Using the following instructional practices also helps students learning:

  1.      Reading assignments from longer text passages as well as shorter ones when text is extremely complex.
  2.      Making close reading and rereading of texts central to lessons.
  3.      Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
  4.      Requiring students to support answers with evidence from the text.
  5.      Providing extensive text-based research and writing opportunities (claims and evidence).

Access Courses: Access courses are intended only for students with a significant cognitive disability. Access courses are designed to provide students with access to the general curriculum. Access points reflect increasing levels of complexity and depth of knowledge aligned with grade-level expectations. The access points included in access courses are intentionally designed to foster high expectations for students with significant cognitive disabilities. 

Access points in the subject areas of science, social studies, art, dance, physical education, theatre, and health provide tiered access to the general curriculum through three levels of access points (Participatory, Supported, and Independent). Access points in English language arts and mathematics do not contain these tiers, but contain Essential Understandings (or EUs). EUs consist of skills at varying levels of complexity and are a resource when planning for instruction.

English Language Development ELD Standards Special Notes Section:

Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Language Arts. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: .

For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at sala@fldoe.org.


General Information

Course Number: 7708010 Course Path: Section: Exceptional Student Education > Grade Group: Elementary > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS HEALTH GR 1
Course Attributes:
  • Class Size Core Required
  • Florida Standards Course
Course Status: Draft - Course Pending Approval
Grade Level(s): 1



Educator Certifications

Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Health (Elementary and Secondary Grades K-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Physical Education (Grades K-8)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Physical Education (Elementary and Secondary Grades K-12)
Elementary Education (Elementary Grades 1-6) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Primary Education (K-3)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Prekindergarten/Primary Education (Age 3 through Grade 3)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Health (Elementary and Secondary Grades K-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Physical Education (Grades K-8)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Physical Education (Elementary and Secondary Grades K-12)
Elementary Education (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Primary Education (K-3)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Prekindergarten/Primary Education (Age 3 through Grade 3)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Health (Elementary and Secondary Grades K-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Physical Education (Grades K-8)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Physical Education (Elementary and Secondary Grades K-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Elementary Grades 1-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Primary Education (K-3)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Prekindergarten/Primary Education (Age 3 through Grade 3)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Health (Elementary and Secondary Grades K-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Physical Education (Grades K-8)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Physical Education (Elementary and Secondary Grades K-12)
Elementary Education (Elementary Grades 1-6) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Primary Education (K-3)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Prekindergarten/Primary Education (Age 3 through Grade 3)
Health (Elementary and Secondary Grades K-12) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Physical Education (Grades K-8)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Physical Education (Elementary and Secondary Grades K-12)
Elementary Education (Elementary Grades 1-6) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Primary Education (K-3)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Prekindergarten/Primary Education (Age 3 through Grade 3)


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