Access Health Grade Kindergarten (#7708000) 


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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.K.B.3.1 (Archived Standard): Recognize warning labels and signs on hazardous products and places.
Related Access Points
Name Description
HE.K.B.3.In.a: Recognize selected warning labels and signs on hazardous products and places, such as poison labels and crosswalk signals.
HE.K.B.3.Su.a: Recognize a warning sign of selected products or situations that may be harmful to children, such as cleaning products, crossing the street, or wet floors.
HE.K.B.3.Pa.a: Associate a selected warning sign with a product or situation that may be harmful to children, such as cleaning products and crossing the street.
HE.K.B.3.2 (Archived Standard): Recognize school and community health helpers.
Related Access Points
Name Description
HE.K.B.3.In.b: Recognize health helpers in the school or community, such as teachers, school nurses, and doctors.
HE.K.B.3.Su.b: Recognize a health helper in the school or community, such as a teacher, the school nurse, or a doctor.
HE.K.B.3.Pa.b: Associate a member of the school with health, such as the school nurse.
HE.K.B.4.1 (Archived Standard): Recognize healthy ways to express needs, wants, and feelings.
Related Access Points
Name Description
HE.K.B.4.In.a: Recognize healthy ways to express needs and wants in the classroom, such as sharing objects and time, and using manners.
HE.K.B.4.Su.a: Recognize a healthy way to express a need or want in the classroom, such as sharing objects and time or using manners.
HE.K.B.4.Pa.a: Associate communication with expressing a personal need.
HE.K.B.4.2 (Archived Standard): Demonstrate listening skills to enhance health.
Related Access Points
Name Description
HE.K.B.4.In.b: Use selected listening skills to enhance health, such as listening quietly, not interrupting, and making eye contact.
HE.K.B.4.Su.b: Use a selected listening skill to enhance health, such as making eye contact or not interrupting.
HE.K.B.4.Pa.b: Attend selected meetings to enhance one’s own health.
HE.K.B.4.3 (Archived Standard): Identify the appropriate responses to unwanted and threatening situations.
Related Access Points
Name Description
HE.K.B.4.In.c: Recognize appropriate responses to unwanted and threatening school situations, such as telling a trusted adult, seeking safety, and running away.
HE.K.B.4.Su.c: Recognize one appropriate response to an unwanted or threatening school situation, such as telling a trusted adult, seeking safety, or running away.
HE.K.B.4.Pa.c: Recognize communication as a way to avoid an unwanted situation.
HE.K.B.5.1 (Archived Standard): Name situations when a health-related decision can be made individually or when assistance is needed.
Related Access Points
Name Description
HE.K.B.5.In.a: Recognize situations when a health-related decision can be made individually or when assistance is needed, such as following school rules, getting dressed, following good- hygiene practices, and going in a swimming pool.
HE.K.B.5.Su.a: Recognize selected situations when a health-related decision requires assistance from an adult, such as what to do when injured or sick.
HE.K.B.5.Pa.a: Recognize a person who can assist with a health-related decision or problem, such as a parent or teacher.
HE.K.B.5.2 (Archived Standard): Recognize healthy options to health-related issues or problems.
Related Access Points
Name Description
HE.K.B.5.In.b: Recognize healthy options for selected health-related issues or problems, such as visiting the doctor when sick, obeying safety rules to avoid injury, and being prepared for an emergency.
HE.K.B.5.Su.b: Recognize a healthy option for health-related issues or problems, such as obeying class safety rules or following directions during a fire drill.
HE.K.B.5.Pa.b: Recognize a person who can assist with a health-related decision or problem, such as a parent or teacher.
HE.K.B.5.3 (Archived Standard): Recognize the consequences of not following rules/practices when making healthy and safe decisions.
Related Access Points
Name Description
HE.K.B.5.In.c: Recognize the consequences of not following selected school rules/practices when making healthy and safe decisions, such as getting hurt or hurting others.
HE.K.B.5.Su.c: Recognize a consequence of not following classroom rules/practices related to healthy and safe decisions, such as getting hurt or hurting others.
HE.K.B.5.Pa.c: Associate a consequence with a classroom rule/practice, such as getting hurt or hurting others.
HE.K.C.1.1 (Archived Standard): Recognize healthy behaviors.
Related Access Points
Name Description
HE.K.C.1.In.0: Recognize selected healthy behaviors, such as brushing teeth, and covering mouth for a cough and sneeze.
HE.K.C.1.Su.0: Recognize healthy behaviors such as brushing teeth or covering mouth for a cough or sneeze.
HE.K.C.1.Pa.0: Associate a behavior with health, such as brushing teeth.
HE.K.C.1.2 (Archived Standard): Recognize the physical dimensions of health.
Related Access Points
Name Description
HE.K.C.1.In.1: Recognize aspects of the physical dimension of health, such as personal hygiene, exercise, and eating habits.
HE.K.C.1.Su.1: Recognize an aspect of the physical dimension of health, such as personal hygiene, exercise, or eating habits.
HE.K.C.1.Pa.1: Associate a physical activity with personal health, such as personal hygiene, exercise, or eating habits.
HE.K.C.1.3 (Archived Standard): Recognize ways to prevent common communicable diseases.
Related Access Points
Name Description
HE.K.C.1.In.2: Recognize selected ways to prevent common communicable diseases, such as washing hands, covering mouth for a cough and sneeze, and flushing the toilet.
HE.K.C.1.Su.2: Recognize a way to prevent common communicable diseases, such as washing hands, covering mouth for a cough and sneeze, or flushing the toilet.
HE.K.C.1.Pa.2: Associate an activity with preventing common communicable diseases, such as washing hands, wiping nose with tissue, or flushing the toilet.
HE.K.C.1.4 (Archived Standard): Recognize ways to prevent childhood injuries in the home, school, and community settings.
Related Access Points
Name Description
HE.K.C.1.In.3: Recognize childhood injuries, such as broken bones, cuts, and scrapes.
HE.K.C.1.Su.3: Recognize symptoms of common childhood injuries, such as bleeding or bruising.
HE.K.C.1.Pa.3: Associate a symptom, such as bruising or bleeding, with a common childhood injury.
HE.K.C.1.5 (Archived Standard): Recognize there are body parts inside and outside of the body.
Related Access Points
Name Description
HE.K.C.1.In.4: Recognize selected body parts inside and outside of the body, such as nose, hand, eyes, and stomach.
HE.K.C.1.Su.4: Recognize selected body parts outside of the body, such as nose, hands, and eyes.
HE.K.C.1.Pa.4: Recognize a body part outside of the body, such as a hand.
HE.K.C.2.1 (Archived Standard): Name healthy behaviors that family members should practice.
Related Access Points
Name Description
HE.K.C.2.In.a: Recognize healthy behaviors that family members should practice, such as brushing teeth, staying home when sick, and receiving immunizations.
HE.K.C.2.Su.a: Recognize a healthy behavior that family members should practice, such as brushing teeth or staying home when sick.
HE.K.C.2.Pa.a: Associate a healthy behavior with a family member, such as brushing teeth or staying home when sick.
HE.K.C.2.2 (Archived Standard): Recognize the characteristics of a friend.
Related Access Points
Name Description
HE.K.C.2.In.b: Recognize actions associated with friendship (honesty, caring, and spending time with you).
HE.K.C.2.Su.b: Associate actions with friendship (honesty, caring, and spending time with you).
HE.K.C.2.Pa.b: Explore actions associated with friendship (honesty, caring, and spending time with you).
HE.K.C.2.3 (Archived Standard): Identify members of the school and community who support personal-health practices and behaviors.
Related Access Points
Name Description
HE.K.C.2.In.c: Recognize members of the school who support personal- health practices and behaviors, such as a teacher and the school nurse.
HE.K.C.2.Su.c: Recognize a member of the school who supports personal- health practices and behaviors, such as a teacher or a school nurse.
HE.K.C.2.Pa.c: Associate an adult in the classroom with personal-health practices and behaviors, such as a teacher.
HE.K.C.2.4 (Archived Standard): Explain the importance of rules to maintain health.
Related Access Points
Name Description
HE.K.C.2.In.d: Recognize the importance of rules to maintain health, such as avoiding accidents by walking instead of running, waiting one’s turn, and keeping hands and feet to oneself.
HE.K.C.2.Su.d: Recognize the importance of a rule to maintain health, such as walking instead of running, waiting one’s turn, or keeping hands and feet to oneself.
HE.K.C.2.Pa.d: Associate a classroom rule with health, such as waiting one’s turn or keeping hands and feet to oneself.
HE.K.P.7.1 (Archived Standard): Identify healthy practices and behaviors to maintain or improve personal health.
Related Access Points
Name Description
HE.K.P.7.In.0: Recognize healthy practices to maintain or improve personal health at school, such as staying within a safe environment, following directions, seeking help, and following universal precautions.
HE.K.P.7.Su.0: Recognize a healthy practice to maintain or improve personal health in the classroom, such as following directions, seeking help, or following a universal precaution.
HE.K.P.7.Pa.0: Associate an activity with a healthy practice, such as following directions, or seeking help with a health behavior.
HE.K.P.8.1 (Archived Standard): Help others to make positive health choices.
Related Access Points
Name Description
HE.K.P.8.In.0: Help others make positive health choices in selected situations, such as playing outside, using tissues, and washing hands.
HE.K.P.8.Su.0: Help others make positive health choices in a selected situation, such as playing outside, using tissues, or washing hands.
HE.K.P.8.Pa.0: Demonstrate a guided healthy behavior for another person, 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.

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

  • Core Concepts (health promotion, eating habits, following rules, body parts and hygiene)
  • Accessing Information (friends, doctors, nurses, hospitals, clinics, basic first aid, rules, emergency drills, and reliable resources)
  • Internal and External Influences (trusted adults and warning labels)
  • Interpersonal Communication (verbal and non-verbal, following rules, trusted adults and refusal skills)
  • Decision Making (positive or negative health enhancing influences, healthy options and safety practices)
  • Self-Management (safety and precautions)
  • Advocacy (personal hygiene 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: 7708000 Course Path: Section: Exceptional Student Education > Grade Group: Elementary > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS HEALTH GR K
Course Attributes:
  • Class Size Core Required
  • Florida Standards Course
Course Status: Draft - Course Pending Approval
Grade Level(s): K



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


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