Access Health Grade 2 (#7708020) 


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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.2.B.3.1 (Archived Standard): Understand the meaning of warning labels and signs on hazardous products.
Related Access Points
Name Description
HE.2.B.3.In.a: Describe the meaning of common warning labels and signs on hazardous products and situations, such as poison labels, medication labels, and hazardous-waste signs.
HE.2.B.3.Su.a: Recognize the meaning of warning labels and signs on hazardous products, such as poison labels and hazardous-waste signs.
HE.2.B.3.Pa.a: Recognize selected warning signs or symbols on dangerous products.

HE.2.B.3.2 (Archived Standard): Select trusted adults and professionals who can help promote health.
Related Access Points
Name Description
HE.2.B.3.In.b: Identify trusted adults and professionals who can help with a selected health need, such as members of the family, doctors, and teachers.
HE.2.B.3.Su.b: Recognize trusted adults and professionals who can help with a selected health need, such as members of the family, doctors, and teachers.
HE.2.B.3.Pa.b: Recognize a trusted adult in the classroom and school who can help promote health, such as a teacher or the school nurse.

HE.2.B.4.1 (Archived Standard): Demonstrate healthy ways to express needs, wants, feelings, and listening skills to enhance health.
Related Access Points
Name Description
HE.2.B.4.In.a: Use healthy ways to express needs, wants, and feelings, such as making food choices and following rules.
HE.2.B.4.Su.a: Use selected healthy ways to express needs and wants in the classroom, such as making food choices and following rules.
HE.2.B.4.Pa.a: Communicate personal needs in the classroom, such as making food choices or following rules.

HE.2.B.4.3 (Archived Standard): Demonstrate ways to respond to unwanted, threatening, or dangerous situations.
Related Access Points
Name Description
HE.2.B.4.In.c: Demonstrate selected ways to respond in unwanted or threatening school situations, such as a bully, a weather emergency, or a stranger on the school grounds.
HE.2.B.4.Su.c: Demonstrate a way to respond in unwanted or threatening school situations, such as a bully, a weather emergency, or a stranger on the school grounds.
HE.2.B.4.Pa.c: Recognize a healthy way to respond to a threatening or harmful situation, such as a fire alarm.

HE.2.B.5.1 (Archived Standard): Differentiate between situations when a health-related decision can be made individually or when assistance is needed.
Related Access Points
Name Description
HE.2.B.5.In.a: Name situations when a health-related decision can be made individually or when assistance is needed, such as choosing child-appropriate media, engaging in physical activity, making food choices, and handling sharp objects.
HE.2.B.5.Su.a: Identify common situations when a health-related decision can be made individually or when personal assistance is required, such as choosing child-appropriate media, engaging in physical activity, making food choices, and handling sharp objects.
HE.2.B.5.Pa.a: Indicate an awareness of health-related decisions, such as choosing child-appropriate media, engaging in physical activity, and making food choices.

HE.2.B.5.2 (Archived Standard): Name healthy options to health-related issues or problems.
Related Access Points
Name Description
HE.2.B.5.In.b: Identify healthy options to selected health-related issues or problems, such as using safety equipment, recognizing personal safety, cooperating and communicating with peers, and making food choices.
HE.2.B.5.Su.b: Recognize healthy options for selected health-related issues or problems, such as using safety equipment to avoid injury, cooperating and communicating with peers to work well together, and making food choices.
HE.2.B.5.Pa.b: Recognize a healthy option for a selected problem or issue related to health, such as using safety equipment to avoid injury, communicating with others, and making healthy food choices.

HE.2.B.5.3 (Archived Standard): Compare the consequences of not following rules/practices when making healthy and safe decisions.
Related Access Points
Name Description
HE.2.B.5.In.c: Describe the consequences of not following rules/practices when making healthy and safe decisions, such as negative emotions, accidents, injuries, and pollution.
HE.2.B.5.Su.c: Identify the consequences of not following school rules/practices when making healthy and safe decisions, such as negative emotions, accidents, injuries, and pollution.
HE.2.B.5.Pa.c: Recognize health consequences of not following a selected classroom rule, such as accidents or injuries.

HE.2.B.6.1 (Archived Standard): Establish a short-term personal health goal as a class and take action toward achieving the goal.
Related Access Points
Name Description
HE.2.B.6.In.0: Identify a short-term personal health goal established by the class and take action toward achieving the goal, such as engaging in daily physical activity, eating more fruits and vegetables, washing hands, recognizing playground safety, using manners, interacting with peers appropriately, or becoming aware of tobacco.
HE.2.B.6.Su.0: Recognize a short-term personal health goal established by the class and use healthy behaviors to achieve that goal, such as engaging in daily physical activity, eating more fruits and vegetables, washing hands, recognizing playground safety, using manners, interacting with peers appropriately, or becoming aware of tobacco.
HE.2.B.6.Pa.0: Associate actions with a healthy behavior to reach a short-term personal health goal, such as engaging in daily physical activity, washing hands, or using manners.

HE.2.C.1.1 (Archived Standard): Identify that healthy behaviors affect personal health.
Related Access Points
Name Description
HE.2.C.1.In.0: Identify characteristics of personal health, such as feeling well and being free from injury and disease.
HE.2.C.1.Su.0: Recognize characteristics of personal health, such as feeling well or being free from injury or disease.
HE.2.C.1.Pa.0: Associate personal health with a selected characteristic, such as feeling well.

HE.2.C.1.2 (Archived Standard): Recognize the physical, mental/emotional and social dimensions of health.
Related Access Points
Name Description
HE.2.C.1.In.1: Recognize selected aspects of the physical, mental/emotional, and social dimensions of health, such as getting exercise, eating healthy foods, feeling safe, feeling happy, getting along with others, and maintaining appropriate personal space.
HE.2.C.1.Su.1: Recognize one aspect of each of the physical, mental/emotional, and social dimensions of health, such as getting physical exercise, eating healthy foods, feeling safe, feeling happy, getting along well with others, and maintaining appropriate personal space.
HE.2.C.1.Pa.1: Associate a social behavior, such as a greeting, with getting along well with others.

HE.2.C.1.3 (Archived Standard): Describe ways a safe, healthy home environment can promote personal health.
Related Access Points
Name Description
HE.2.C.1.In.2: Identify ways a safe, healthy home environment can promote personal health, such as having secured poisonous products, installed smoke detectors, and posted emergency numbers.
HE.2.C.1.Su.2: Recognize ways a safe, healthy home environment can promote personal health, such as having secured poisonous products, installed smoke detectors, and posted emergency numbers.
HE.2.C.1.Pa.2: Recognize ways a safe, healthy home environment promotes personal health, such as storing poisonous products away from children or having smoke detectors.

HE.2.C.1.4 (Archived Standard): Describe ways to prevent childhood injuries in the home, school, and community settings.
Related Access Points
Name Description
HE.2.C.1.In.3: Identify ways to prevent childhood injuries, such as following bus and playground rules, wearing a seat belt, and never playing with matches.
HE.2.C.1.Su.3: Recognize ways to prevent childhood injuries, such as following bus and playground rules, wearing a seat belt, and never playing with matches.
HE.2.C.1.Pa.3: Recognize a way to prevent a childhood injury, such as following bus and playground rules, wearing a seat belt, or never playing with matches.

HE.2.C.1.5 (Archived Standard): Recognize the locations and functions of major human organs.
Related Access Points
Name Description
HE.2.C.1.In.4: Identify major human organs and their functions, such as heart, lungs, and muscles.
HE.2.C.1.Su.4: Recognize major human organs and their functions, such as heart and muscles.
HE.2.C.1.Pa.4: Recognize selected major human organs, such as heart, lungs, and muscles.

HE.2.C.1.6 (Archived Standard): Determine when it is important to seek health care.
Related Access Points
Name Description
HE.2.C.1.In.5: Identify when it is important to seek health care, such as when you have a high fever, toothache, or bad cough.
HE.2.C.1.Su.5: Recognize when it is important to seek health care, such as when you have a high fever, toothache, or bad cough.
HE.2.C.1.Pa.5: Recognize personal health care is needed when one feels sick.

HE.2.C.2.1 (Archived Standard): Describe how family rules and practices influence health behaviors.
Related Access Points
Name Description
HE.2.C.2.In.a: Identify family rules and practices that influence health behaviors, such as home-safety rules, families playing together, and food-sanitation practices.
HE.2.C.2.Su.a: Recognize family rules and practices that influence health behaviors, such as home-safety rules, families playing together, and food-sanitation practices.
HE.2.C.2.Pa.a: Recognize a family rule or practice that promotes a healthy behavior, such as home-safety rules, families playing together, or food-sanitation practices.

HE.2.C.2.2 (Archived Standard): Describe how friends' health practices influence health behaviors of others.
Related Access Points
Name Description
HE.2.C.2.In.b: Identify ways health practices of friends influence health behaviors of others, such as telling the truth, treating others with respect, and being tobacco-free.
HE.2.C.2.Su.b: Recognize ways health practices of friends influence health behaviors of others, such as telling the truth, treating others with respect, or being tobacco-free.
HE.2.C.2.Pa.b: Recognize a health behavior used by friends, such as telling the truth or using a tissue.

HE.2.C.2.3 (Archived Standard): Describe how the school and community influence health behaviors of children.
Related Access Points
Name Description
HE.2.C.2.In.c: Identify ways the school and community influence health behaviors of children, such as health and safety fairs, school-crossing guards, lifeguards, and recycling programs.
HE.2.C.2.Su.c: Recognize ways the school and community influence health behaviors of children, such as health and safety fairs, school-crossing guards, lifeguards, and recycling programs.
HE.2.C.2.Pa.c: Recognize a way the school influences health behaviors of children, such as health and safety fairs or school-crossing guards.

HE.2.C.2.4 (Archived Standard): Explain the ways that rules make the classroom, school, and community safer.
Related Access Points
Name Description
HE.2.C.2.In.d: Identify ways that rules make the classroom, school, and community safer (walking not running, waiting one’s turn, and following traffic laws.)
HE.2.C.2.Su.d: Recognize that rules make the classroom, school, and community safer (walking not running, waiting your turn, following traffic laws).
HE.2.C.2.Pa.d: Follow safety routines in the classroom.

HE.2.P.7.1 (Archived Standard): Demonstrate health behaviors to maintain or improve personal health.
Related Access Points
Name Description
HE.2.P.7.In.0: Demonstrate selected health behaviors that maintain or improve personal health, such as making healthy food choices, engaging in physical activity, being kind to others, following universal precautions, and practicing pedestrian safety.
HE.2.P.7.Su.0: Demonstrate a selected health behavior to maintain or improve personal health, such as making healthy food choices, engaging in physical activity, being kind to others, following universal precautions, or practicing pedestrian safety.
HE.2.P.7.Pa.0: Perform a guided personal health behavior, such as washing hands.

HE.2.P.8.1 (Archived Standard): Support peers when making positive health choices.
Related Access Points
Name Description
HE.2.P.8.In.0: Cooperate with peers when making positive health choices, such as using a buddy system, helping others recognize trusted adults as a resource, and encouraging others to take turns.
HE.2.P.8.Su.0: Praise peers when making positive health choices, such as using a buddy system, helping others recognize trusted adults as a resource, and encouraging others to take turns.
HE.2.P.8.Pa.0: Help others make a positive health choice in a selected situation, such as playing outside, using tissues, or washing hands.

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 describe personal health and ways that a safe, healthy home environment can promote personal health and prevent injuries.

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

  • Core Concepts (health promotion, emotions, following rules, body parts and environmental health)
  • Accessing Information (doctors, nurses, hospitals, clinics, basic first aid, home safety, emergency drills, and reliable resources)
  • Internal and External Influences (trusted adults and warning labels)
  • Interpersonal Communication (sharing, conflict resolution, verbal and non-verbal, following rules, and refusal skills)
  • Decision Making (positive or negative health enhancing influences, healthy options)
  • Goal Setting (personal health and safety)
  • Self-Management (safety and precautions)
  • Advocacy (encouraging sharing and following 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: 7708020 Course Path: Section: Exceptional Student Education > Grade Group: Elementary > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS HEALTH GR 2
Course Attributes:
  • Class Size Core Required
  • Florida Standards Course
Course Status: Draft - Course Pending Approval
Grade Level(s): 2



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 Physical Education (Grades K-8)
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 (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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