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.
Standards Alignment Tool - Communication
The Standards Alignment Tool for Communication is a useful tool for designing coursework, units or lessons for a specific level of learners. This table aligns the NCSSFL-ACTFL Can-Do statements, the World Language standards, and the ACTFL proficiency guidelines for each proficiency level.
Introduction: Standards Alignment Tool for Communication
Standards Alignment Tool - Cultures
The Standards Alignment Tool for Cultures is a useful tool for creating activities where learners experience language and culture together. This table aligns the NCSSFL Interculturality Can-Do statements, the World Language standards, and the ACTFL culture standard for each major proficiency level.
Introduction: Standards Alignment Tool for Cultures
NCSSFL-ACTFL Can-Do Statements
Students can use the Can-Do statements to self-assess their communication proficiency level and to set goals for how to progress to the next level. Teachers can use the Can-Do statements as predictors of proficiency growth and as learning targets and sample activities for units and lessons. The statements can also be personalized to fit specific goals and content. Further guidance for using the Can-Do statements can be found here.
NCSSFL Interculturality Can-Do Statements
Teachers must provide opportunities for learners to experience language and culture together, which requires almost exclusive use of the target language. These Interculturality Can-Do statements will allow the students to show their ability to use the language and behave in a culturally appropriate manner.
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: 7/17/2014 2:16:20 PM
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 the Common Core State 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.