> ## Documentation Index
> Fetch the complete documentation index at: https://help.hflow.pro/llms.txt
> Use this file to discover all available pages before exploring further.

# ACTFL proficiency scale (overview)

> What the ACTFL Proficiency Scale is, how levels are described historically, and how hFlow applies ACTFL-aligned ratings.

This page gives **school staff** a short orientation to the **ACTFL Proficiency Scale** and how related ratings appear when you enter or review assessments in hFlow.

It summarizes widely published ideas about ACTFL. You can read a clear introduction on Language Testing International’s page about the **[ACTFL Proficiency Scale](https://www.languagetesting.com/actfl-proficiency-scale)**. For authoritative guidance, curricula, guidelines, and professional resources, visit **[ACTFL](https://www.actfl.org/)**. This article does **not** replace official ACTFL materials or tester training.

> **Reminder**
> hFlow interprets proficiency using the fields and calculations built into your organization’s forms and reports. Follow your district’s interpretation policies when communicating with families or external partners.

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## What the ACTFL Proficiency Scale describes (in plain terms)

The ACTFL proficiency scale organizes **spoken and written communication** along a continuum. In broad strokes, as summarized in public materials:

* **Proficiency** is about what a learner can actually **do with the language** in realistic situations, not a score on one quiz or workbook page alone.
* The framework groups abilities into ordered **bands** educators reference worldwide (commonly summarized as ranges such as Novice → Intermediate → Advanced → Superior → Distinguished, each with finer sub-steps at novice through advanced levels).
* The same scale mindset applies across **listening, speaking, reading, and writing**, though a learner often shows different strengths in each skill.

For richer definitions and exemplar behaviors, rely on **[ACTFL’s own resources](https://www.actfl.org/)** rather than this short overview.

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## How this differs from hFlow **reading tiers**

**Reading tiers** in hFlow (**Tier 1**, **Tier 2**, **Tier 3**) come from **fluency** and **accuracy** results on scheduled reading screenings plus **your organization’s tier rules** per school year, grade, language, and period (**BOY** / **MOY** / **EOY**). They summarize **risk and instructional grouping** inside your program. They are separate from ACTFL proficiency levels captured on assessments.

See [Tiers overview](/hflow/tiers) for tier placement mechanics.

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## How hFlow uses ACTFL-aligned **levels**

On **assessment** forms you can capture **Listening**, **Speech**, **Reading**, and **Writing** proficiency using discrete **levels 1–9** that match recognizable ACTFL sub-level names and short codes (from Novice-Low (**NL**) through Advanced-High (**AH**) in pick lists). See **[Assessments](/hflow/assessments)** for saving behavior, composites, and grade-level overall.

Charts and summaries reflect those stored values. **Charts**, including **[Student progress charts](/hflow/students/student-progress-charts)** (language tab) and **[Language Progress report](/hflow/reports/language-progress-report)**, show domain levels across periods when your program enters them.

**[Grade language level distribution](/hflow/reports/grade-language-distribution)** offers cohort snapshots that lean on ACTFL-informed metrics filtered on that report screen.

Treat hFlow visuals as aids for **instructional planning and conversation** alongside your governance, privacy, and communication policies.