Expectations for Learning
Expectations for learning specify what students should know and be able to do as they strive to achieve learning goals. These statements provide guidance for what counts as progress and what students can do to demonstrate their language proficiency.
Ohio's Learning Standards for K-12 World Languages
Grades K-12 World Language Programs
Grades 6-12 World Language Programs
Grades 9-12 World Language Programs
NCSSFL-ACTFL Can-Do Statements
Students use the 2017 Communication Can-Do statements to self-assess their language proficiency and performance and to set goals for how to progress to the next level. Teachers use the Can-Do statements as predictors of proficiency growth and as learning targets and sample activities for units and lessons.
The 2017 Intercultural Can-Do statements suggest opportunities where students use the target language to Investigate, Interact and Reflect on cultural experiences in their own and other cultures. The Reflection Tool is used in conjunction with the Intercultural statements.
The EXAMPLE statements can be personalized to fit specific goals and content for the learning environment.
Can-Do Interculturality - Investigate, Interact, Reflect
: Grid of Communication and Intercultural Can-Dos
(11x17, 11x14, 8.5x11)
♦ ASL Communication Can-Do Statements
♦ ASL Intercultural Can-Do Statements
Standards Alignment Tool - Communication
This is a useful tool for creating communicative activities for each level of learners. This table aligns the Can-Do statements and the world language standards with each ACTFL proficiency level.
Introduction: Standards Alignment Tool for Communication
Standards Alignment Tool - Cultures
This is a useful tool for creating activities where learners experience language and culture together. This table aligns the intercultural Can-Do statements and the world language standards with the ACTFL proficiency levels.
Introduction: Standards Alignment Tool for Cultures
Proficiency Targets for Languages
These research-based recommendations are designed to provide local schools and districts with the informed guidance needed to set rigorous yet attainable proficiency targets for their language students. In no way should these targets be interpreted as state mandated. District decision-makers ultimately must consider the nature of their programs and establish targets that challenge learners, yet remain obtainable given their student population. Schools and districts may also want to consider the differentiation of targets to meet the needs of all types of learners.
Last Modified: 9/6/2019 6:43:26 AM
Pursuant to ORC 3301.079 (B) (3) and 3313.60, it is the responsibility of Ohio's local boards of education to vet and approve curriculum and educational materials for use in the public schools within their district. The use of any materials posted or linked to on the Ohio Department of Education website, including materials within Ohio’s Learning Standards or Appendices or any state model curricula or other educational resource material, is entirely up to the discretion of each local board of education.