Intermediate Can-Do Statements

NOVICE

PROFICIENCY BENCHMARK

INTERMEDIATE

PROFICIENCY BENCHMARK

ADVANCED

PROFICIENCY BENCHMARK

SUPERIOR

PROFICIENCY BENCHMARK

DISTINGUISHED

PROFICIENCY BENCHMARK

COMMUNICATION COMMUNICATION

INTERPRETIVE

I can identify the general topic and

some basic information in both very

familiar and everyday contexts by

recognizing practiced or memorized

words, phrases, and simple sentences in

texts that are spoken, written, or signed.

I can understand the main idea and

some pieces of information on familiar

topics from sentences and series of

connected sentences within texts that are

spoken, written, or signed.

I can understand the main message

and supporting details on a wide

variety of familiar and general interest

topics across various time frames from

complex, organized texts that are

spoken, written, or signed.

I can interpret and infer meaning from

complex, academic and professional

texts on a range of unfamiliar,

abstract, and specialized issues that

are spoken, written, or signed.

I can interpret and infer meaning

from dense, structurally sophisticated

texts on a wide range of global issues

and highly abstract concepts, with

deeply embedded cultural references

and colloquialisms and dialects that

are spoken, written, or signed.

INTERPRETIVE

INTERPERSONAL

I can communicate in spontaneous

spoken, written, or signed conversations

on both very familiar and everyday

topics, using a variety of practiced or

memorized words, phrases, simple

sentences, and questions.

I can participate in spontaneous spoken,

written, or signed conversations on

familiar topics, creating sentences and

series of sentences to ask and answer a

variety of questions.

I can maintain spontaneous spoken,

written, or signed conversations and

discussions across various time frames

on familiar, as well as unfamiliar,

concrete topics, using series of

connected sentences and probing

questions.

I can participate fully and effectively

in spontaneous spoken, written,

or signed discussions and debates

on issues and ideas ranging from

broad general interests to my areas

of specialized expertise, including

supporting arguments and exploring

hypotheses.

I can interact, negotiate, and debate

on a wide range of global issues

and highly abstract concepts, fully

adapting to the cultural context of the

conversation, using spoken, written, or

signed language.

INTERPERSONAL

PRESENTATIONAL

I can present information on both very

familiar and everyday topics using a

variety of practiced or memorized words,

phrases, and simple sentences through

spoken, written, or signed language.

I can communicate information, make

presentations, and express my thoughts

about familiar topics, using sentences

and series of connected sentences

through spoken, written, or signed

language.

I can deliver detailed and organized

presentations on familiar as well

as unfamiliar concrete topics, in

paragraphs and using various time

frames through spoken, written, or

signed language.

I can deliver extended presentations

on abstract or hypothetical issues and

ideas ranging from broad general

interests to my areas of specialized

expertise, with precision of expression

and to a wide variety of audiences,

using spoken, written, or signed

language.

I can deliver sophisticated and

articulate presentations on a wide

range of global issues and highly

abstract concepts, fully adapting to the

cultural context of the audience, using

spoken, written, or signed language.

PRESENTATIONAL

INTERCULTURAL COMMUNICATION INTERCULTURAL COMMUNICATION

INVESTIGATE

In my own and other cultures I can

identify products and practices to help

me understand perspectives.

In my own and other cultures I can

make comparisons between products

and practices to help me understand

perspectives.

In my own and other cultures

I can explain some diversity among

products and practices and how it

relates to perspectives.

In my own and other cultures I can

suspend judgment while critically

examining products, practices, and

perspectives.

In my own and other cultures I can

objectively evaluate products and

practices and mediate perspectives.

INVESTIGATE

INTERACT

I can interact at a survival level in some

familiar everyday contexts.

I can interact at a functional level in

some familiar contexts.

I can interact at a competent level in

familiar and some unfamiliar contexts.

I can interact in complex situations

to ensure a shared understanding of

culture.

I can engage with complexity and

pluricultural identities and serve as

a mediator between and among

cultures.

INTERACT

NCSSFL-ACTFL CAN-DO STATEMENTS

PROFICIENCY BENCHMARKS

INTERPRETIVE COMMUNICATION

PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS

PROFICIENCY BENCHMARK

I can understand the main idea and some pieces of information on familiar topics from sentences and series of connected sentences

within texts that are spoken, written, or signed.

What can I understand, interpret or analyze

in authentic informational texts that I hear, read or view?

PERFORMANCE INDICATORS

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can identify the topic and related

information from simple sentences in

short informational texts.

I can understand the main idea and

key information in short straightforward

informational texts.

I can usually follow the main message

in various time frames in straightforward,

and sometimes descriptive, paragraph-

length informational texts.

What can I understand, interpret or analyze

in authentic ﬁ ctional texts that I hear, read or view?

PERFORMANCE INDICATORS

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can identify the topic and related

information from simple sentences in

short ﬁ ctional texts.

I can understand the main idea and

key information in short straightforward

ﬁ ctional texts.

I can usually follow the main story and

actions expressed in various time frames

in paragraph-length ﬁ ctional texts.

What can I understand, interpret or analyze in conversations and discussions

that I hear, read or view, in which I am not a participant?

PERFORMANCE INDICATORS

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can identify the main idea in short

conversations.

I can identify the main idea and key

information in short straightforward

conversations.

I can usually understand the main

idea and ﬂ ow of events expressed in

various time frames in conversations and

discussions.

INTERMEDIATE

What elements of literacy lead to higher levels of understanding in the Interpretive Mode?

Learners move along the proﬁ ciency continuum at different speeds in listening, reading or viewing. Learners bring prior skills and experience in L1 and L2 to the

Interpretive mode. Factors that impact how well learners understand texts include:

a) text complexity or length

b) familiarity with topic and background knowledge

c) ability to use literacy strategies such as recognizing key words, detecting the main idea, identifying supporting details, noting organizational features, guessing

meaning from context, identifying logical inferences, identifying the author’s perspective and cultural perspectives/norms.

NCSSFL-ACTFL CAN-DO STATEMENTS NCSSFL-ACTFL CAN-DO STATEMENTS

INTERPERSONAL COMMUNICATION

PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS

PROFICIENCY BENCHMARK

I can participate in spontaneous spoken, written, or signed conversations on familiar topics, creating sentences and series of

sentences to ask and answer a variety of questions.

How can I exchange information and ideas in conversations?

PERFORMANCE INDICATORS

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can request and provide information

in conversations on familiar topics by

creating simple sentences and asking

appropriate follow-up questions.

I can exchange information in

conversations on familiar topics and

some researched topics, creating

sentences and series of sentences and

asking a variety of follow-up questions.

I can exchange information in

conversations and some discussions on

a variety of familiar and some concrete

topics that I have researched, using

connected sentences that may combine

to form paragraphs and asking a variety

of questions, often across various time

frames.

How can I meet my needs or address situations in conversations?

PERFORMANCE INDICATORS

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can interact with others to meet my

basic needs in familiar situations by

creating simple sentences and asking

appropriate follow-up questions.

I can interact with others to meet my

needs in a variety of familiar situations,

creating sentences and series of

sentences and asking a variety of follow-

up questions.

I can interact with others to meet

my needs in a variety of situations,

sometimes involving a complication,

using connected sentences that may

combine to form paragraphs and asking

a variety of questions, often across

various time frames.

How can I express, react to, and support preferences and opinions

in conversations?

PERFORMANCE INDICATORS

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can express, ask about, and react with

some details to preferences, feelings, or

opinions on familiar topics, by creating

simple sentences and asking appropriate

follow-up questions.

I can exchange preferences, feelings,

or opinions and provide basic advice

on a variety of familiar topics, creating

sentences and series of sentences and

asking a variety of follow-up questions.

I can explain preferences, opinions,

and emotions and provide advice on a

variety of familiar and some concrete

topics that I have researched, using

connected sentences that may combine

to form paragraphs and asking a variety

of questions, often across various time

frames.

INTERMEDIATE

NCSSFL-ACTFL CAN-DO STATEMENTS

PRESENTATIONAL COMMUNICATION

PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS

PROFICIENCY BENCHMARK

I can communicate information, make presentations, and express my thoughts about familiar topics, using sentences and series of

connected sentences through spoken, written, or signed language.

How can I present information to

narrate about my life, experiences and events?

PERFORMANCE INDICATORS

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can present personal information

about my life, activities and events, using

simple sentences.

I can tell a story about my life, activities,

events and other social experiences,

using sentences and series of connected

sentences.

I can tell stories about school and

community events and personal

experiences, using a few short

paragraphs, often across various time

frames.

How can I present information to

give a preference, opinion or persuasive argument?

PERFORMANCE INDICATORS

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can express my preferences on familiar

and everyday topics of interest and

explain why I feel that way, using simple

sentences.

I can state my viewpoint about familiar

topics and give some reasons to

support it, using sentences and series of

connected sentences.

I can state my viewpoint on familiar or

researched topics and provide reasons to

support it, using a few short paragraphs,

often across various time frames.

How can I present information

to inform, describe, or explain?

PERFORMANCE INDICATORS

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can present on familiar and everyday

topics, using simple sentences.

I can give straightforward presentations

on a variety of familiar topics and some

concrete topics I have researched,

using sentences and series of connected

sentences.

I can give detailed presentations on

a variety of familiar topics and some

concrete topics I have researched, using

a few short paragraphs, often across

various time frames.

INTERMEDIATE

NCSSFL-ACTFL CAN-DO STATEMENTS NCSSFL-ACTFL CAN-DO STATEMENTS

INTERCULTURAL COMMUNICATION

PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS

NOVICE INTERMEDIATE

PROFICIENCY BENCHMARK PROFICIENCY BENCHMARK

INVESTIGATE

Investigate Products And Practices

To Understand Cultural Perspectives

In my own and other cultures I can

identify products and practices to help

me understand perspectives.

In my own and other cultures I can

make comparisons between products

and practices to help me understand

perspectives.

PERFORMANCE INDICATORS PERFORMANCE INDICATORS

PRODUCTS

In my own and other cultures I can

identify some typical products related to

familiar everyday life.

In my own and other cultures I can

compare products related to everyday

life and personal interests or studies.

PRACTICES

In my own and other cultures I can

identify some typical practices related to

familiar everyday life.

In my own and other cultures I can

compare practices related to everyday

life and personal interests or studies.

PROFICIENCY BENCHMARK PROFICIENCY BENCHMARK

INTERACT

Interact With Others In And From

Another Culture

I can interact at a survival level in some

familiar everyday contexts.

I can interact at a functional level in

some familiar contexts.

PERFORMANCE INDICATORS PERFORMANCE INDICATORS

LANGUAGE

I can communicate with others from

the target culture in familiar everyday

situations, using memorized language

and showing basic cultural awareness.

I can converse with peers from the target

culture in familiar situations at school,

work, or play, and show interest in basic

cultural similarities and differences.

BEHAVIOR

I can use appropriate rehearsed

behaviors and recognize some obviously

inappropriate behaviors in familiar

everyday situations.

I can recognize that signiﬁ cant

differences in behaviors exist among

cultures, use appropriate learned

behaviors and avoid major social

blunders.

NCSSFL-ACTFL CAN-DO STATEMENTS NCSSFL-ACTFL CAN-DO STATEMENTS

INTERPRETIVE COMMUNICATION

PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS + EXAMPLES

PROFICIENCY BENCHMARK

I can understand the main idea and some pieces of information on familiar topics from sentences and series of connected sentences

within texts that are spoken, written, or signed.

What can I understand, interpret or analyze

in authentic informational texts that I hear, read or view?

PERFORMANCE INDICATORS

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can identify the topic and related

information from simple sentences in

short informational texts.

I can understand the main idea and

key information in short straightforward

informational texts.

I can usually follow the main message

in various time frames in straightforward,

and sometimes descriptive, paragraph-

length informational texts.

EXAMPLES: Written

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can… (customize with speciﬁ c content).

I can understand some information on job postings.

I can understand a text message from a friend

about an assignment.

I can understand recipe recommendations on a food

package.

I can understand a message on social media post.

I can understand the scheduled events of a day at

summer camp.

I can… (customize with speciﬁ c content).

I can understand the basic requirements for a

career as described on a brochure.

I can understand the personal messages exchanged

in an online forum.

I can understand what is asked for on a simple

questionnaire in a popular magazine.

I can understand product information in an ad.

I can understand essential information in a feature

story in a magazine.

I can… (customize with speciﬁ c content).

I can understand information provided in a travel

guide about an historical site.

I can understand website descriptions of a Peace

Corps. volunteer’s daily life.

I can follow directions to do a science experiment.

I can understand the basic instructions for playing

a video game.

I can understand the main points of a blogger’s

posts and responses.

EXAMPLES: Spoken, Viewed or Signed

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can… (customize with speciﬁ c content).

I can follow simple cooking directions from a

YouTube video.

I can understand a voicemail reminding me of the

details of an appointment.

I can understand an announcement about a lost

child in a store.

I can understand simple questions about a science

process.

I can understand a broadcaster’s questions to

participants in a political demonstration.

I can… (customize with speciﬁ c content).

I can understand a speaker’s description of how

his/her family celebrates a holiday.

I can identify the order of key events from a simple

story read aloud.

I can understand a simple everyday action movie

scene.

I can understand some basic facts reported by a

witness regarding an accident.

I can understand live or recorded introductions and

descriptions by students from a partner school.

I can… (customize with speciﬁ c content).

I can understand the recorded descriptions of

avatars in a new video game.

I can understand the directions of a GPS to a

familiar location.

I can understand the some points of a lecture on a

common environmental issue.

I can follow the major events of a traveler’s

experience narrated in a radio report.

I can follow the master of ceremonies’

congratulations and simple general comments at

a special event.

INTERMEDIATE

What elements of literacy lead to higher levels of understanding in the Interpretive Mode?

Learners move along the proﬁ ciency continuum at different speeds in listening, reading or viewing. Learners bring prior skills and experience in L1 and L2 to the

Interpretive mode. Factors that impact how well learners understand texts include: a) text complexity or length; b) familiarity with topic and background knowledge;

and c) ability to use literacy strategies such as recognizing key words, detecting the main idea, identifying supporting details, noting organizational features, guessing

meaning from context, identifying logical inferences, identifying the author’s perspective and cultural perspectives/norms.

NCSSFL-ACTFL CAN-DO STATEMENTS NCSSFL-ACTFL CAN-DO STATEMENTS

INTERPRETIVE COMMUNICATION

PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS + EXAMPLES

PROFICIENCY BENCHMARK

I can understand the main idea and some pieces of information on familiar topics from sentences and series of connected sentences

within texts that are spoken, written, or signed.

What can I understand, interpret or analyze

in authentic ﬁ ctional texts that I hear, read or view?

PERFORMANCE INDICATORS

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can identify the topic and related

information from simple sentences in

short ﬁ ctional texts.

I can understand the main idea and

key information in short straightforward

ﬁ ctional texts.

I can usually follow the main story and

actions expressed in various time frames

in paragraph-length ﬁ ctional texts.

EXAMPLES: Written

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can… (customize with speciﬁ c content).

I can identify some speciﬁ c, predictable actions in

an excerpt from a graphic novel.

I can identify some major events in a children’s

storybook.

I can understand a few lines in a song.

I can select a book that matches my interests from

an online description.

I can identify the pattern of rhymes in a nursery

rhyme.

I can… (customize with speciﬁ c content).

I can identify the beginning, middle, and end of a

short story.

I can identify the main conﬂ ict in a play.

I can understand where a scene takes place based

on its description.

I can identify the main idea of a simple poem.

I can understand the refrain of a simple song.

I can… (customize with speciﬁ c content).

I can identify the sequence of events in a story.

I can identify the main emotion described in the

lyrics of a song.

I can follow the main plot of a detective story.

I can understand the characteristics of heroes in a

folk legend.

I can understand most of what is said in a

conversation among characters in a familiar play.

EXAMPLES: Spoken, Viewed or Signed

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can… (customize with speciﬁ c content).

I can identify some speciﬁ c, predictable actions

from a segment of an audio book.

I can identify some major events in a recorded

children’s story.

I can understand a few lines in a song.

I can select a book that matches my interests based

on an online radio streamed book review.

I can identify the pattern of rhymes in a nursery

rhyme.

I can… (customize with speciﬁ c content).

I can identify the beginning, middle, and end of an

audio short story.

I can identify the main conﬂ ict in a live performance

of a play.

I can understand the motives of the antagonist in

a thriller.

I can identify the main idea of a simple poem at a

poetry slam.

I can understand the meaning of the refrain of a

simple song.

I can… (customize with speciﬁ c content).

I can identify the sequence of events in a story.

I can identify the main emotion described in the

lyrics of a song.

I can follow the main plot of a musical production.

I can understand the characteristics of heroes

described in an oral urban legend.

I can understand most of what is said in a

conversation among characters in a familiar play.

INTERMEDIATE

What elements of literacy lead to higher levels of understanding in the Interpretive Mode?

Learners move along the proﬁ ciency continuum at different speeds in listening, reading or viewing. Learners bring prior skills and experience in L1 and L2 to the

Interpretive mode. Factors that impact how well learners understand texts include: a) text complexity or length; b) familiarity with topic and background knowledge;

and c) ability to use literacy strategies such as recognizing key words, detecting the main idea, identifying supporting details, noting organizational features, guessing

meaning from context, identifying logical inferences, identifying the author’s perspective and cultural perspectives/norms.

NCSSFL-ACTFL CAN-DO STATEMENTS NCSSFL-ACTFL CAN-DO STATEMENTS

INTERPRETIVE COMMUNICATION

PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS + EXAMPLES

PROFICIENCY BENCHMARK

I can understand the main idea and some pieces of information on familiar topics from sentences and series of connected sentences

within texts that are spoken, written, or signed.

What can I understand, interpret or analyze in conversations and discussions

that I hear, read or view, in which I am not a participant?

PERFORMANCE INDICATORS

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can identify the main idea in short

conversations.

I can identify the main idea and key

information in short straightforward

conversations.

I can usually understand the main

idea and ﬂ ow of events expressed in

various time frames in conversations and

discussions.

EXAMPLES: Written

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can… (customize with speciﬁ c content).

I can understand the place, time, and purpose of a

meeting discussed in online personal messages.

I can follow text messages among friends about

what to wear for an occasion.

I can understand blog responses to questions about

recommendations for a restaurant.

I can understand the purpose of personal messages

on an e-card greeting.

I can understand someone’s comments about a

concert in a chatroom.

I can… (customize with speciﬁ c content).

I can understand basic questions or statements

exchanged during a video conference.

I can understand questions about free-time activities

posted by students on a partner school’s Wiki.

I can understand a virtual conversation to plan a

collaborative project.

I can understand a virtual chat between a customer

service representative and a customer.

I can understand a text conversation among

teammates about a sporting event.

I can… (customize with speciﬁ c content).

I can understand an interview between a celebrity

and a teen reporter in a publication.

I can understand a text conversation between two

friends discussing what they did last weekend.

I can understand the main points of an argument

between people in a blog posting.

I can understand a written apology where someone

explains why he couldn’t attend a party.

I can understand peer feedback on an end-of-

course project.

EXAMPLES: Spoken, Viewed or Signed

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can… (customize with speciﬁ c content).

I can understand the place, time, and purpose that

someone mentions in an invitation.

I can follow a conversation friends have about what

they are wearing for an occasion.

I can understand diners discussing what to order at

a restaurant.

I can understand the purpose of a message of a

recorded e-card greeting.

I can understand someone’s comments about a

friend’s date.

I can… (customize with speciﬁ c content).

I can understand basic questions or statements

during a video conference with peers.

I can understand conversations by students in a

partner school during a Skype call.

I can understand a conversation by peers talking

about a local event.

I can understand a conversation in which speakers

are making a decision for a collaborative project.

I can understand a conversation about the cost and

availability of an item between a customer and a

salesperson.

I can… (customize with speciﬁ c content).

I can understand an interview between a student

reporter and foreign visitors about activities they

have done and are planning to do while in town.

I can understand broadcasters discussing severe

weather warnings.

I can understand a conversation two friends

discussing last weekend‘s activities.

I can understand simple questions posed in an

interview of a celebrity.

I can understand the main points of an argument

between people in a public place.

INTERMEDIATE

What elements of literacy lead to higher levels of understanding in the Interpretive Mode?

Learners move along the proﬁ ciency continuum at different speeds in listening, reading or viewing. Learners bring prior skills and experience in L1 and L2 to the

Interpretive mode. Factors that impact how well learners understand texts include: a) text complexity or length; b) familiarity with topic and background knowledge;

and c) ability to use literacy strategies such as recognizing key words, detecting the main idea, identifying supporting details, noting organizational features, guessing

meaning from context, identifying logical inferences, identifying the author’s perspective and cultural perspectives/norms.

NCSSFL-ACTFL CAN-DO STATEMENTS NCSSFL-ACTFL CAN-DO STATEMENTS

INTERPERSONAL COMMUNICATION

PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS + EXAMPLES

PROFICIENCY BENCHMARK

I can participate in spontaneous spoken, written, or signed conversations on familiar topics, creating sentences and series of

sentences to ask and answer a variety of questions.

How can I exchange information and ideas

in conversations?

PERFORMANCE INDICATORS

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can request and provide information

in conversations on familiar topics by

creating simple sentences and asking

appropriate follow-up questions.

I can exchange information in

conversations on familiar topics and

some researched topics, creating

sentences and series of sentences and

asking a variety of follow-up questions.

I can exchange information in

conversations and some discussions on

a variety of familiar and some concrete

topics that I have researched, using

connected sentences that may combine

to form paragraphs and asking a variety

of questions, often across various time

frames.

EXAMPLES: Speaking/Listening or Signing

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can… (customize with speciﬁ c content).

I can exchange information to decide which type of

transportation is best to utilize.

I can exchange information about the types of

music and movies people prefer.

I can participate in a conversation to compare

classes and sports with peers at a partner school.

I can participate in a conversation with my partner

about building a model for a project.

I can exchange information to plan a picnic with a

group of friends.

I can… (customize with speciﬁ c content).

I can exchange information to create a poster to

promote recycling and the beneﬁ ts of it.

I can participate in a conversation with someone

about ways to save energy.

I can exchange information to perform the stages of

a science experiment.

I can participate in a conversation with a partner to

identify the information we need to plan a trip.

I can participate in a conversation to learn about a

service learning project.

I can… (customize with speciﬁ c content).

I can participate in a conversation to support or

reject a proposed school policy.

I can exchange ideas on different options after

graduation.

I can compare reactions with a peer about a recent

lecture.

I can discuss information about career pathways.

I can participate in conversations to compare

and contrast community service or volunteer

opportunities with someone from a different

country.

EXAMPLES: Writing/Reading

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can… (customize with speciﬁ c content).

I can exchange texts with a friend to provide

directions to get to my house.

I can exchange e-mail with a tour operator to ﬁ nd

out more details about my visit.

I can exchange text messages with my friend to

suggest an activity for this weekend.

I can post my reaction to my friend’s tweet about a

concert he attended.

I can exchange texts with someone to get advice

about what to buy a mutual friend for a birthday

present.

I can… (customize with speciﬁ c content).

I can exchange information in a chat room about

how I celebrate my national holiday.

I can compare and contrast different mapping apps

with people in a chat room.

I can respond to other people’s posts about ways to

stay healthy.

I can exchange blog posts about raising money for

a cause.

I can collaborate online with my partner to identify

ways to conserve water.

I can… (customize with speciﬁ c content).

I can participate in a chat to discuss the importance

of learning another language.

I can communicate online with peers in another

culture to support a service learning project.

I can exchange blog posts about environmental

issues.

I can exchange e-mail with my ePal to share pros

and cons of each dorm building on my campus.

I can exchange ideas for a collaborative project in

an online news group.

INTERMEDIATE

NCSSFL-ACTFL CAN-DO STATEMENTS NCSSFL-ACTFL CAN-DO STATEMENTS

INTERPERSONAL COMMUNICATION

PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS + EXAMPLES

PROFICIENCY BENCHMARK

I can participate in spontaneous spoken, written, or signed conversations on familiar topics, creating sentences and series of

sentences to ask and answer a variety of questions.

How can I meet my needs or address situations in conversations?

PERFORMANCE INDICATORS

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can interact with others to meet my

basic needs in familiar situations by

creating simple sentences and asking

appropriate follow-up questions.

I can interact with others to meet my

needs in a variety of familiar situations,

creating sentences and series of

sentences and asking a variety of follow-

up questions.

I can interact with others to meet

my needs in a variety of situations,

sometimes involving a complication,

using connected sentences that may

combine to form paragraphs and asking

a variety of questions, often across

various time frames.

EXAMPLES: Speaking/Listening or Signing

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can… (customize with speciﬁ c content).

I can interact to arrange a meeting.

I can make a hotel reservation by phone.

I can interact with the waiter to order a meal at a

restaurant.

I can interact to ask for clariﬁ cation by asking

speciﬁ c questions.

I can interact with others to ask for restaurant

recommendations.

I can… (customize with speciﬁ c content).

I can interact with the pharmacist to get the proper

medicine.

I can interact to request a repair service for a

broken appliance.

I can interact to schedule an appointment in a hair

salon and say what I need.

I can interact to inquire about membership to a

ﬁ tness club.

I can interact with my friends to plan an ideal date.

I can… (customize with speciﬁ c content).

I can talk with an airline representative to make the

necessary changes to an already-ticketed ﬂ ight.

I can interact to schedule a make-up exam.

I can negotiate the exchange of an item I have

purchased in a store for another style.

I can interact with the police ofﬁ cer to explain why

I was speeding.

I can interact with my ePal to come up with various

options for a class outing depending on what the

weather might be.

EXAMPLES: Writing/Reading

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can… (customize with speciﬁ c content).

I can interact online to get help related to an

assignment.

I can interact with a study abroad advisor online to

select the type of housing that best ﬁ ts my needs.

I can exchange messages to ask for a substitution

for an online food order.

I can interact online with a hotel agent to inquire

about their pet policy.

I can interact with potential buyers to answer

questions about the item I am selling on eBay.

I can… (customize with speciﬁ c content).

I can interact online with peers in another culture to

ﬁ nalize plans for hosting them in my community.

I can exchange comments related to my edits on a

friend’s draft composition.

I can exchange messages with my host family to

learn about each other’s daily routines, chores

and house rules.

I can exchange messages with my teacher to

request an extension due to an unforeseen

personal matter.

I can exchange messages with a travel agent to

switch my ﬂ ight date and destination.

I can… (customize with speciﬁ c content).

I can interact with an advisor in another culture

online to select courses that match my academic

goals.

I can exchange details about my preferences for

the ceremony and reception to my destination

wedding planner.

I can chat online with a customer service

representative to resolve an incorrect bill.

I can exchange messages with the hotel

receptionist to cancel my reservation and request

to forgo the cancellation fee.

I can respond to a series of inquiries from a

potential employer as part of my application for

a job.

INTERMEDIATE

NCSSFL-ACTFL CAN-DO STATEMENTS NCSSFL-ACTFL CAN-DO STATEMENTS

INTERPERSONAL COMMUNICATION

PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS + EXAMPLES

PROFICIENCY BENCHMARK

I can participate in spontaneous spoken, written, or signed conversations on familiar topics, creating sentences and series of

sentences to ask and answer a variety of questions.

How can I express, react to, and support preferences and opinions in conversations?

PERFORMANCE INDICATORS

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can express, ask about, and react with

some details to preferences, feelings, or

opinions on familiar topics, by creating

simple sentences and asking appropriate

follow-up questions.

I can exchange preferences, feelings,

or opinions and provide basic advice

on a variety of familiar topics, creating

sentences and series of sentences and

asking a variety of follow-up questions.

I can explain preferences, opinions,

and emotions and provide advice on a

variety of familiar and some concrete

topics that I have researched, using

connected sentences that may combine

to form paragraphs and asking a variety

of questions, often across various time

frames.

EXAMPLES: Speaking/Listening or Signing

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can… (customize with speciﬁ c content).

I can interact to plan a hiking trip with friends

asking each one what they would like to do.

I can have a conversation with others to determine

how we should plan to spend our spring break.

I can interact to share ideas with others about how

to celebrate a friend’s birthday.

I can interact with my partner to identify points

of agreement on the reasons for our science

experiment results.

I can interact to share ideas about where I would

prefer to live and why.

I can… (customize with speciﬁ c content).

I can exchange opinions related to dating practices

in other countries and provide reasons.

I can exchange opinions on organic vs. non-organic

food.

I can exchange opinions about movies based on

books and express whether the book or the movie

is better.

I can exchange ideas about sports in schools in the

US vs. other countries.

I can exchange opinions about the length of the

school day or work week.

I can… (customize with speciﬁ c content).

I can exchange opinions on a school policy and give

reasons for why it should be changed.

I can exchange opinions about the use of personal

devices at school.

I can outline positive and negative environmental

practices in a conversation with city council

representatives.

I can exchange advice on how to be a successful

learner.

I can exchange opinions about the ways we use

social media in our personal and school or work

lives.

EXAMPLES: Writing/Reading

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can… (customize with speciﬁ c content).

I can exchange text messages sharing reactions to

something happening in my community.

I can exchange descriptions with my ePal to agree

on the best places to hike in the US.

I can exchange online messages to trade opinions

in reaction to an article about the best places to

visit in my region.

I can chat with my ePal to discuss Americans’

typical vacations.

I can exchange advice with another online player

on winning moves in a video game.

I can… (customize with speciﬁ c content).

I can participate in an online discussion in which

people react to opportunities for part-time jobs.

I can participate in an online discussion about what

kind of diet is best.

I can exchange opinions on a discussion board

about which nominee deserves an award and

why.

I can post a positive book review in response to a

negative one.

I can participate in a ﬁ tness forum about staying ﬁ t

without joining a gym.

I can… (customize with speciﬁ c content).

I can justify opinions about current trends in music

in an online conversation.

I can participate in an online exchange to share

my preferences in designer and ready-to-wear

fashion in a consumer survey.

I can exchange opinions about a product on a

company’s website and say why or why not to

buy it.

I can exchange posts that provide speciﬁ c and

detailed advice on a peer’s draft for an article.

I can add my advice about dating “do’s and don’ts”

onto an online blog.

INTERMEDIATE

NCSSFL-ACTFL CAN-DO STATEMENTS NCSSFL-ACTFL CAN-DO STATEMENTS

INTERMEDIATE

PROFICIENCY BENCHMARK

I can communicate information, make presentations, and express my thoughts about familiar topics, using sentences and series of

connected sentences through spoken, written, or signed language.

How can I present information to

narrate about my life, experiences and events?

PERFORMANCE INDICATORS

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can present personal information

about my life, activities and events, using

simple sentences.

I can tell a story about my life, activities,

events and other social experiences,

using sentences and series of connected

sentences.

I can tell stories about school and

community events and personal

experiences, using a few short

paragraphs, often across various time

frames.

EXAMPLES: Speaking or Signing

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can… (customize with speciﬁ c content).

I can make simple comparisons of a variety of

people, including friends and family members.

I can describe what I want or need to do on a

particular day.

I can describe what I plan to do next in my school

or work life.

I can retell a story that I’ve read or heard.

I can tell the steps of an experiment I conducted.

I can… (customize with speciﬁ c content).

I can describe my plans for an upcoming family or

social event.

I can talk about an experience related to my

hobbies or activities.

I can tell a simple story about a recent project I did.

I can tell a simple story about a childhood memory

or a recent family trip or event.

I can describe plans for an upcoming work

experience.

I can… (customize with speciﬁ c content).

I can present a comparison between the roles of

family members in my own and other cultures.

I can tell what happened at a social event that I

attended.

I can give a short speech about goals for the future

of my club or organization.

I can present an outline of my predictions about

consequences of an environmental practice.

I can present my hypothesis about what will

happen in a science experiment and provide

supporting information.

EXAMPLES: Writing

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can… (customize with speciﬁ c content).

I can write a description of the physical appearance

and personality of a friend or family member.

I can write about my role in a simple school or work

routine.

I can write my plans for an upcoming holiday,

vacation, or a typical celebration.

I can write about events that took place at school,

in a workplace, or in a place I have visited.

I can write about a simple project I completed at

school or at work.

I can… (customize with speciﬁ c content).

I can write my plans for an upcoming family or

social event.

I can write about common events and daily routines

at school or in my place of work.

I can write about an experience related to my

lifestyle or interests for a discussion board

posting.

I can write a simple story about a recent trip,

project or childhood memory.

I can write about personal, academic, or

professional goals for a college or job

application.

I can… (customize with speciﬁ c content).

I can write a comparison of the roles of family

members, in my own and other cultures.

I can write a series of steps needed to complete

a task, such as for an experiment, community

event, or fundraiser.

I can write a description of an event that I

participated in or witnessed for a newsletter.

I can write a series of simple predictions about

consequences of a particular action or practice

for a community or school blog.

I can write a hypothesis about what will happen

in a science experiment and provide supporting

information

PRESENTATIONAL COMMUNICATION

PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS + EXAMPLES

NCSSFL-ACTFL CAN-DO STATEMENTS NCSSFL-ACTFL CAN-DO STATEMENTS

INTERMEDIATE

PROFICIENCY BENCHMARK

I can communicate information, make presentations, and express my thoughts about familiar topics, using sentences and series of

connected sentences through spoken, written, or signed language.

How can I present information to give a preference, opinion or persuasive argument?

PERFORMANCE INDICATORS

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can express my preferences on familiar

and everyday topics of interest and

explain why I feel that way, using simple

sentences.

I can state my viewpoint about familiar

topics and give some reasons to

support it, using sentences and series of

connected sentences.

I can state my viewpoint on familiar or

researched topics and provide reasons to

support it, using a few short paragraphs,

often across various time frames.

EXAMPLES: Speaking or Signing

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can… (customize with speciﬁ c content).

I can give a series of reasons why an art or music

style is appealing to me.

I can give a presentation recommending something

I like, such as a movie, television show, famous

athlete, celebrity or historical ﬁ gure.

I can give a series of reasons why a book I’ve read

was appealing to me.

I can create and present a simple advertisement for

a product or service.

I can present a series of statements supporting my

hypothesis about a science concept.

I can… (customize with speciﬁ c content).

I can present a review of an artwork or song and

give speciﬁ c reasons to support my point of view.

I can give a presentation about a famous person or

historical ﬁ gure and give basic points about the

merits of their contributions.

I can present basic points and support my position

on common issues such as allowances for

children, curfews for teenagers or budget-related

topics.

I can present information and support my point

of view on rules or policies such as phone use,

dress code or requirements for driving.

I can present the basic facts related to a current

event and give speciﬁ c reasons to support my

opinion of the event, using evidence I have

researched.

I can… (customize with speciﬁ c content).

I can give a presentation about similarities and

differences between art and music festivals.

I can present my reactions to a current event and

explain what led to the event being in the news.

I can present and justify my point of view on

current event topics such as recycling, energy

conservation, or extreme weather events.

I can create and present a public service

announcement describing a problem and

advocating for change.

I can make a persuasive presentation to explain

why others should revisit a store or restaurant

that is under new ownership.

EXAMPLES: Writing

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can… (customize with speciﬁ c content).

I can write a series of reasons why an art or music

style is appealing to me.

I can write to explain why others should read a

book I enjoyed, citing speciﬁ c reasons.

I can write a recommendation of a website and

give reasons why others might ﬁ nd it useful.

I can provide a simple description of a ﬁ eld trip or

work experience in an effort to persuade others

to participate in the future.

I can create a simple written or graphic

advertisement to encourage someone to

purchase a product or service.

I can… (customize with speciﬁ c content).

I can write a simple review of an artwork or song

and give speciﬁ c reasons to support my point of

view.

I can write a short autobiographical statement

for a competitive application for a study abroad

program or job.

I can write a simple review of a movie, book, play

or exhibit.

I can share my point of view about a cause I’m

interested in and reasons to support it on a blog

or a discussion forum.

I can write a short opinion statement about a

current event I have learned about or researched.

I can… (customize with speciﬁ c content).

I can write about similarities and differences

between art and music festivals in my own and

other cultures.

I can write a summary of a social media story and

share my and other’s opinions about it.

I can write a brief statement outlining the key

points of my opinion on topics in my community

such as water use, building a school, or the town

budget.

I can create an infographic describing the beneﬁ ts

of joining an organization.

I can write advice to younger learners about why to

learn an additional language.

PRESENTATIONAL COMMUNICATION

PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS + EXAMPLES

NCSSFL-ACTFL CAN-DO STATEMENTS NCSSFL-ACTFL CAN-DO STATEMENTS

INTERMEDIATE

PROFICIENCY BENCHMARK

I can communicate information, make presentations, and express my thoughts about familiar topics, using sentences and series of

connected sentences through spoken, written, or signed language.

How can I present information to inform, describe, or explain?

PERFORMANCE INDICATORS

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can present on familiar and everyday

topics, using simple sentences.

I can give straightforward presentations

on a variety of familiar topics and some

concrete topics I have researched,

using sentences and series of connected

sentences.

I can give detailed presentations on

a variety of familiar topics and some

concrete topics I have researched, using

a few short paragraphs, often across

various time frames.

EXAMPLES: Speaking or Signing

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can… (customize with speciﬁ c content).

I can describe a school or workplace.

I can present a brief summary of something from a

book I’ve read.

I can state multi-step instructions for completing a

process, such as preparing a recipe.

I can brieﬂ y summarize or retell a story.

I can give a description of a place I have visited or

want to visit.

I can… (customize with speciﬁ c content).

I can create an online video about my school or

workplace.

I can present a brief outline of a current or past

event.

I can present about a topic from an academic

subject, such as science, math, art, etc.

I can describe how to plan and carry out an event in

the target culture, such as a party or celebration.

I can give a brief history of a famous person,

landmark, or cultural event.

I can… (customize with speciﬁ c content).

I can compare school or learning environments and

curricula to determine what is valued in my own

and other cultures.

I can explain the series of steps taken to complete

a task or experiment and describe the results.

I can leave a voicemail for someone who was

absent explaining what took place in class or on

the job.

I can present my qualiﬁ cations and goals for an

academic program, training, or job.

I can make a presentation about the history and

current status of a school, organization or

company.

EXAMPLES: Writing

INTERMEDIATE LOW INTERMEDIATE MID INTERMEDIATE HIGH

I can… (customize with speciﬁ c content).

I can develop a simple survey for my peers, about

my school or another topic.

I can write basic instructions on how to make or do

something.

I can write questions to obtain additional

information about something I read online.

I can write an outline or draft of a presentation that

I plan to present orally.

I can write a simple proﬁ le of a famous athlete,

celebrity, or historical ﬁ gure.

I can… (customize with speciﬁ c content).

I can write an announcement for the school

newspaper or a work newsletter.

I can write a short report about a topic I have

learned about or researched on the job or in

school.

I can write an email or memo to explain or clarify

something that has happened or will happen.

I can compose a simple letter, response, or article

for a publication.

I can write the minutes or a debrief of a club or

other meeting.

I can… (customize with speciﬁ c content).

I can write a comparison of school or learning

environments and curricula to determine what is

valued in my own and other cultures.

I can compose communications for public

distribution about the status of an ongoing event.

I can summarize in an email what has been

happening in the community for someone who is

new or has been away.

I can summarize in writing a conversation or

interview that I had with someone.

I can write a brief report about a topic I have

learned or researched such as the importance of

environmentally friendly practices.

PRESENTATIONAL COMMUNICATION

PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS + EXAMPLES

NCSSFL-ACTFL CAN-DO STATEMENTS NCSSFL-ACTFL CAN-DO STATEMENTS

INTERCULTURAL COMMUNICATION

PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS + EXAMPLES

INTERCULTURAL COMMUNICATION

PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS + EXAMPLES

EXAMPLES: Linking Investigation and Interaction

I can… (customize with speciﬁ c content).

INVESTIGATE

In my own and other cultures I can compare how and why houses, buildings, and towns affect lifestyles.

INTERACT

I can use learned behaviors when visiting someone’s home or business and notice when I make a cultural mistake.

INVESTIGATE

In my own and other cultures I can compare events and beliefs that drive the creation of a monument or the popularity of a landmark.

INTERACT

I can show respect when visiting an historical site by dressing appropriately, adjusting the volume of my voice, and acting with

consideration for others.

INVESTIGATE

In my own and other cultures I can compare school/learning environments and curricula to determine what is valued.

INTERACT

I can meet with an advisor in the target culture to select courses that match my preferences and academic goals.

INVESTIGATE

In my own and other cultures I can compare how people express time and think about it in similar and different ways.

INTERACT

I can consider socially appropriate times and punctuality when inviting someone to go out informally.

INVESTIGATE

In my own and other cultures I can compare how

traditions and events inﬂ uence music and art.

INTERACT

I can talk about similarities and differences between art and music festivals with a peer from another culture.

INVESTIGATE

In my own and other cultures I can compare efforts people take to protect the environment.

INTERACT

I can work with peers in another culture to address a local environmental issue, such as creating a recycling or composting program.

INVESTIGATE

In my own and other cultures I can tell why people think differently about entertainment, social media and literature.

INTERACT

I can compare video game preferences with a peer in the target culture.

INVESTIGATE

In my own and other cultures I can compare and contrast how people label nationalities and why they do so.

INTERACT

I can work with a partner class in the target culture to survey everyone’s views toward yet another culture and identify common

stereotypes.

INVESTIGATE

In my own and other cultures I can identify and compare the values that promote globalized products, such as efﬁ ciency and comfort.

INTERACT

I can exchange information with a peer in another culture about their preferred technology for communicating.

INVESTIGATE

Investigate Products

And Practices

To Understand

Cultural Perspectives

PROFICIENCY BENCHMARK

In my own and other cultures I can make comparisons between products and practices to help me

understand perspectives.

PERFORMANCE INDICATORS

PRODUCTS

In my own and other cultures I can compare products related to everyday life and

personal interests or studies.

PRACTICES

In my own and other cultures I can compare practices related to everyday life and

personal interests or studies.

INTERACT

Interact With Others

In And From Another

Culture

PROFICIENCY BENCHMARK

I can interact at a functional level in some familiar contexts.

PERFORMANCE INDICATORS

LANGUAGE

I can converse with peers from the target culture in familiar situations at school,

work, or play, and show interest in basic cultural similarities and differences.

BEHAVIOR

I can recognize that signiﬁ cant differences in behaviors exist among cultures, use

appropriate learned behaviors and avoid major social blunders.

INTERMEDIATE

NCSSFL-ACTFL CAN-DO STATEMENTS NCSSFL-ACTFL CAN-DO STATEMENTS

INTERCULTURAL COMMUNICATION

PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS + EXAMPLES

INTERCULTURAL COMMUNICATION

PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS + EXAMPLES

EXAMPLES: Linking Investigation and Interaction

I can… (customize with speciﬁ c content).

INVESTIGATE

In my own and other cultures I can compare how attitudes toward informality and formality in relationships affect behavior and

language.

INTERACT

I can use appropriate greeting and leave taking gestures and behaviors in familiar informal and formal situations.

INVESTIGATE

In my own and other cultures I can compare the roles of family members.

INTERACT

I can respond in an appropriate informal and formal manner in familiar family situations.

INVESTIGATE

In my own and other cultures I can identify differences in math operations and consider the possible cultural inﬂ uences.

INTERACT

I can work with a newcomer ELL and compare how we perform a particular math operation.

INVESTIGATE

In my own and other cultures I can compare how food is organized on a nation’s food plate/pyramid, based on factors such as

geography, economy, or attitudes toward health.

INTERACT

I can demonstrate culturally appropriate behaviors as I discuss and try unfamiliar food and drink.

INVESTIGATE

In my own and other cultures I can compare how and why the options for sports and leisure activities vary depending on cultural

attitudes.

INTERACT

I can follow the rules and etiquette when playing a sport with peers from the target culture.

INVESTIGATE

In my own and other cultures I can identify and compare the values expressed by the ways people celebrate holidays or festivals.

INTERACT

I can adjust the way I dress to make it appropriate for a celebration or event.

INVESTIGATE

In my own and other cultures I can compare how the various options for travel are determined by geography, economics, and ecology.

INTERACT

I can choose an appropriate means of transportation based on my location, needs, and local options.

INVESTIGATE

In my own and other cultures I can compare how buying and selling products and services reﬂ ects local and community customs.

INTERACT

I can use the currency with a clear understanding of its conversion value.

INVESTIGATE

In my own and other cultures I can identify and compare the values that promote globalized practices, such as use of time and social

interaction.

INTERACT

I can use technology to communicate with peers in the target culture.

INVESTIGATE

Investigate Products

And Practices

To Understand

Cultural Perspectives

PROFICIENCY BENCHMARK

In my own and other cultures I can make comparisons between products and practices to help me

understand perspectives.

PERFORMANCE INDICATORS

PRODUCTS

In my own and other cultures I can compare products related to everyday life and

personal interests or studies.

PRACTICES

In my own and other cultures I can compare practices related to everyday life and

personal interests or studies.

INTERACT

Interact With Others

In And From Another

Culture

PROFICIENCY BENCHMARK

I can interact at a functional level in some familiar contexts.

PERFORMANCE INDICATORS

LANGUAGE

I can converse with peers from the target culture in familiar situations at school,

work, or play, and show interest in basic cultural similarities and differences.

BEHAVIOR

I can recognize that signiﬁ cant differences in behaviors exist among cultures, use

appropriate learned behaviors and avoid major social blunders.

INTERMEDIATE

NCSSFL-ACTFL CAN-DO STATEMENTS NCSSFL-ACTFL CAN-DO STATEMENTS