The language proficiency targets indicate what students are expected to do with the language at the end of each course in terms of producing language (speaking and writing), understanding language (listening and reading), and interacting with others in the language. Proficiency targets for each language are based on the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines. 

Click on each of the headings for details on the target skills for each level. 

Level	Interpersonal Communication	Presentational Mode		Interpretive Mode		Intercultural Communication
		Presentational Speaking	Presentational Writing	Interpretive Listening	Interpretive  Reading
		K-5th Grade DLI - Bilingual	Intermediate Mid	Intermediate Mid	Intermediate Mid		Intermediate  High	Intermediate Mid	Intermediate  (-)
		6th Grade	Novice Low	Novice Low	Novice Low		Novice Low	Novice  Mid	Novice
7th Grade	Novice Mid	Novice Mid	Novice Mid	Novice  Mid	Novice High	Novice
Level I	Novice High	Novice High	Novice High	Novice High	Intermediate  Low	Novice
Level II	Intermediate  Low	Intermediate  Low	Intermediate  Low	Intermediate  Low	Intermediate Mid (-)	Intermediate  (-)
Level III	Intermediate Mid (-)	Intermediate Mid (-)	Intermediate Mid (-)	Intermediate Mid (-)	Intermediate Mid	Intermediate (-)
Level IV	Intermediate Mid	Intermediate Mid	Intermediate Mid	Intermediate Mid	Intermediate High (-)	Intermediate
Level V - VIII AP Language	Intermediate High (-) to Advanced Low	Intermediate High (-) to Advanced Low	Intermediate High (-) to Advanced Low	Intermediate High (-) to Advanced Low	Intermediate High to Advanced Low	Advanced
Native Speakers I	Intermediate High (-)	Intermediate High (-)	Intermediate  Low	Intermediate  High	Intermediate  Low	Intermediate (-)
Native Speakers II	Advanced Low (-)	Advanced Low (-)	Intermediate  High (-)	Advanced Low (-)	Intermediate  High (-)	Intermediate
Native Speakers III	Advanced Low	Advanced Low	Intermediate  High	Advanced Low	Intermediate  High	Advanced (-)

Learn more about ACTFL's Language Proficiency Guidelines and the NCSSFL-ACTFL Global CAN-DO Benchmark Statements.