Effective Date: 3/13/26
Start ASL courses are designed to support structured American Sign Language learning for independent learners, homeschool programs, and schools seeking a flexible online ASL curriculum.
Our courses provide a sequential learning path that develops receptive and expressive signing skills while introducing Deaf culture and communication practices.
ASL 1-4 Course Curriculum Syllabi
Please download our course syllabuses to view detailed course overviews, objectives, competencies, requirements, and language standards:
- Start ASL 1 Course Syllabus
- Start ASL 2 Course Syllabus
- Start ASL 3 Course Syllabus
- Start ASL 4 Course Syllabus
Standards Alignment
Start ASL courses are aligned with the ACTFL World-Readiness Standards for Learning Languages, which guide world language instruction and assessment across U.S. states and educational programs.
The curriculum supports all five ACTFL goal areas: Communication, Cultures, Connections, Comparisons, and Communities.
ACTFL Standards Alignment by Area
Communication
Students develop proficiency in American Sign Language receptive and expressive skills through structured practice and performance-based activities.
- Interpretive Communication
Students understand signed messages, vocabulary, and grammatical structures through video-based lessons and comprehension checks. - Interpersonal Communication
Students engage in interactive signing practice and guided exchanges to build conversational skills and accuracy. - Presentational Communication
Students produce signed responses and presentations, evaluated using skill-based rubrics aligned to ACTFL performance descriptors.
Cultures
Students explore Deaf culture, perspectives, and practices integrated throughout each course level.
- Cultural norms, values, and behaviors are embedded in lesson content
- Students learn appropriate language use within Deaf cultural contexts
- Cultural understanding is assessed alongside language proficiency
Connections
Students use ASL to access information and concepts beyond the language classroom.
- Lessons connect ASL learning to real-world topics and authentic communication
- Students apply language skills to meaningful, practical contexts
- Supports interdisciplinary learning where applicable
Comparisons
Students develop awareness of linguistic and cultural differences between ASL and English.
- Structural comparisons between signed and spoken languages
- Reflection on visual-gestural versus auditory language systems
- Increased metalinguistic awareness through guided observation
Communities
Students use ASL beyond the instructional setting and prepare for real-world engagement.
- Practice activities emphasize authentic communication scenarios
- Encourages participation in Deaf and signing communities
- Builds confidence for continued language use beyond the course
Proficiency-Based Progression
Start ASL courses follow a proficiency-based progression model aligned with ACTFL performance ranges:
- ASL 1: Novice Low–Mid
- ASL 2: Novice Mid–High
- ASL 3: Novice High–Intermediate Low
- ASL 4: Intermediate Low–Mid
Assessment & Documentation
Classroom (Self-Study)
- Auto-graded quizzes aligned to learning objectives
- Performance-based self-assessment using ACTFL-aligned rubrics
- Progress tracking and completion reports suitable for transcripts and portfolios
Classroom (Guided)
- Instructor evaluation of expressive signing using standardized rubrics
- Limited, structured performance assessments
- Completion documentation aligned with ACTFL performance expectations
Credit & Reporting Support (Schools & Homeschool)
Start ASL provides documentation commonly required for:
- World language credit
- Homeschool portfolios
- Transcript notation
- Program compliance reviews
While credit determination remains with the school or homeschool administrator, course structure and assessment align with widely accepted world language standards.
World Language Credit Documentation
This document provides course information commonly required by schools, districts, and homeschool programs to determine eligibility for world language credit. Start ASL courses are designed for secondary-level learners and align with the ACTFL World-Readiness Standards for Learning Languages.
Important Notice
Final decisions regarding credit, placement, grading, and transcript notation are made by the enrolling school or homeschool administrator.
Program Provider
Program Name: Start ASL
Delivery Format: Online, asynchronous instruction with optional guided evaluation
Language: American Sign Language (ASL)
Applicable Grades: Middle School (upper grades) and High School
Standards Alignment
Start ASL courses are aligned with the ACTFL World-Readiness Standards for Learning Languages, addressing the five goal areas:
- Communication (Interpretive, Interpersonal, Presentational)
- Cultures
- Connections
- Comparisons
- Communities
Instruction and assessment follow a proficiency-based progression model consistent with ACTFL performance descriptors.
Course Descriptions & Credit Equivalency
American Sign Language I (ASL I)
Credit Recommendation: 1.0 high school world language credit (or equivalent)
Target Proficiency Range: ACTFL Novice Low–Mid
Estimated Instructional Time: 120–150 hours
Course Description:
ASL I introduces students to the fundamentals of American Sign Language, including basic vocabulary, sentence structure, fingerspelling, and receptive comprehension. Students develop foundational interpretive and presentational signing skills while gaining awareness of Deaf culture and appropriate visual-gestural communication norms.
Assessment Methods:
- Auto-graded quizzes aligned to learning objectives
- Performance-based practice activities
- Rubric-guided expressive signing tasks
- Optional instructor-evaluated video submissions (Guided option)
American Sign Language II (ASL II)
Credit Recommendation: 1.0 high school world language credit (or equivalent)
Target Proficiency Range: ACTFL Novice Mid–High
Estimated Instructional Time: 120–150 hours
Course Description:
ASL II expands students’ expressive and receptive skills through increased vocabulary, grammatical complexity, and conversational practice. Students engage in longer signed exchanges, improve comprehension of connected signing, and deepen cultural understanding within Deaf communities.
Assessment Methods:
- Auto-graded quizzes
- Structured practice activities
- Rubric-based expressive assessments
- Optional instructor-evaluated video submissions (Guided option)
American Sign Language III (ASL III)
Credit Recommendation: 1.0 high school world language credit (or equivalent)
Target Proficiency Range: ACTFL Novice High–Intermediate Low
Estimated Instructional Time: 120–150 hours
Course Description:
ASL III focuses on developing fluid communication skills, narrative signing, and improved accuracy in expressive language. Students interpret more complex signed content and demonstrate increased control of grammatical structures while engaging with authentic communication scenarios.
Assessment Methods:
- Auto-graded quizzes
- Performance-based expressive tasks
- Rubric-aligned self-assessment and evaluation
- Optional instructor feedback (Guided option)
American Sign Language IV (ASL IV)
Credit Recommendation: 1.0 high school world language credit (or equivalent)
Target Proficiency Range: ACTFL Intermediate Low–Mid
Estimated Instructional Time: 120–150 hours
Course Description:
ASL IV emphasizes sustained expressive communication, interpretation of extended discourse, and refinement of signing accuracy and fluency. Students apply ASL skills to real-world contexts and demonstrate proficiency consistent with intermediate-level performance expectations.
Assessment Methods:
- Advanced quizzes and comprehension checks
- Performance-based expressive assessments
- Rubric-aligned evaluations
- Optional instructor-evaluated submissions and live practice sessions (Guided option)
Assessment & Evaluation Model
Self-Study Option
- Automated quizzes and progress tracking
- Performance-based activities for self-assessment with detailed rubrics
- Completion certificates upon meeting course requirements
Guided Option (Optional)
- Limited, structured instructor evaluation of expressive signing
- Standardized rubric-based feedback
- Scheduled review periods
Documentation Provided Upon Completion
- Course completion certificate
- Grade reports (for Guided students upon request)
Contact Information
For additional documentation or institutional inquiries, please contact us here: https://support.startasl.com.
This document is intended to support school and homeschool credit review processes and may be included in academic records, portfolios, or program approval files.
Instructional Hours
Start ASL courses are designed to provide structured language instruction comparable to typical introductory world language coursework.
Estimated workload: Comparable to a full-year high school world language course (approximately 120–150 hours).
Instructional time includes direct instruction, guided practice, independent practice, review, assessment, and language use activities. Actual time spent may vary depending on student pacing and practice time.
Courses may be used for middle school or high school world language study. Credit value and instructional hour recognition are determined by the enrolling institution.
Schools and homeschool programs may determine how these instructional hours apply to their local credit requirements.
Assessment
Courses may include various forms of assessment designed to support learning, including:
• receptive quizzes
• vocabulary recognition
• comprehension checks
• optional assignments
• instructor-reviewed submissions (including expressive signing) in Guided plans
Assessment activities help students reinforce comprehension and monitor progress.
Course Completion Documentation
Students who complete the required coursework may receive:
• course completion certificates
• progress tracking within the learning platform
• assignment records (when applicable)
These materials may be used by schools or homeschool families as part of their academic documentation.
Homeschool Curriculum Use
Many homeschool families incorporate Start ASL courses into their language curriculum.
Parents or guardians may use the course materials to support:
• foreign language requirements
• elective coursework
• language exposure and cultural learning
Parents remain responsible for determining how the course fits within their homeschool academic plan.
School Implementation
Schools may use Start ASL courses as:
• supplemental language instruction
• elective language coursework
• independent study programs
• blended classroom instruction
Schools determine how the courses align with their internal academic policies and credit requirements.
Accreditation Disclaimer
Start ASL is an independent educational provider.
While our courses align with commonly recognized language learning principles and the ACTFL Proficiency Guidelines, Start ASL does not grant accredited academic credit.
Recognition of coursework for academic credit is determined by the receiving institution.
Questions from Schools or Homeschool Programs
If you are a school administrator or homeschool educator and have questions about curriculum alignment or course implementation, please contact us at: https://support.startasl.com.
