English Language Development in TSD

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Use the headings below to find the information you need:

• Understanding ELD: What is the program, and how does my child qualify?

• Support at school: Who supports my child, how do teachers help, and when does support happen?

• Communication with families: What letters and reports will I receive, and when?

• Annual English language testing: What is WIDA ACCESS, and why is it required?

• Understanding scores: What does my child’s WIDA report tell me?

• Leaving ELD services: When can my child exit, and what happens afterward?

• Learning at home: How can our family support language development?

• Getting help: How can I request an interpreter or contact my school’s ELD specialist?

Bookmark this guide so you can return to it whenever you have a question.

Updated October 2026

In Troy, we value the languages and experiences every student brings to school. Our English Language Development (ELD) program helps multilingual students build the English they need to participate, learn, and succeed. ELD specialists, classroom teachers, and families work together to support that growth.

Whether your child is new to ELD or has received support for several years, this guide explains what to expect, from classroom support to WIDA assessments and how we measure progress. We hope it helps you feel informed and connected, and we welcome your questions along the way.

Our district team works with ELD specialists, teachers, and families across Troy to support multilingual students.

• Shari Pawlus — Supervisor of English Language Development, K-12
• Melissa Batts — Curriculum and Instruction Support, K-12
• Adriana Diaz — Family Engagement Liaison, K-12

Start with your school’s ELD specialist whenever you have a question or need help. They can explain your child’s language support and progress, help you understand school information, and connect you with the right teacher or district team member.

You do not need to know whom to ask, we will help you find the support you need.

Find your school’s ELD specialist in the contact directory at the end of this guide.

Troy’s English Language Development (ELD) program helps multilingual students develop the English they need to learn and participate in school. Students build listening, speaking, reading, and writing skills while learning grade-level content.

A child may speak English comfortably with friends and still need help understanding a textbook, explaining their thinking, or writing a detailed response. ELD supports the language skills students need for these classroom tasks.

Our goal is for your child to participate confidently, grow in independence, and show what they know while continuing to develop English.

WIDA Screener helps determine whether a student qualifies for English Language Development (ELD) services. It is typically given when a student first enrolls and the Home Language Survey indicates a language other than English.

WIDA ACCESS is given each year to students identified as English learners. It measures English listening, speaking, reading, and writing skills. Results help teachers plan instruction, monitor language development, and determine when students are ready to exit ELD services.

Both assessments help us understand your child’s language needs and provide appropriate support.

The process begins when you enroll your child in Troy:

• Complete the Home Language Survey.
  This survey asks about the languages your child uses. The school reviews your answers to determine whether an English language screening is needed.

• Participate in screening, if needed.
  Your child takes a WIDA SCREENER to help the school understand their English language skills.

• Review the results.
  The school uses Michigan’s eligibility guidelines to determine whether your child qualifies for ELD services. A report and parent letter which will indicate whether or not the child entered the program, is sent to families following the assessment.

Using a language other than English does not automatically qualify a child for ELD. Screening helps determine whether they need support developing the English language skills used in school.

In Troy, students receive English language support based on their individual needs. Support may happen within the classroom, during dedicated ELD instruction, or through a combination of both.

Integrated support: Learning language during classroom lessons

Students develop English while learning subjects such as math, science, social studies, and English language arts. ELD specialists and classroom teachers work together to help students understand lessons, participate, and communicate their ideas. This may include co-teaching, where both teachers plan and teach together.

Designated support: Dedicated time for language development

Students receive instruction focused specifically on developing English listening, speaking, reading, and writing skills. In elementary school, this may include small-group instruction outside the classroom. In middle and high school, it may include an ELD class.

How is support selected?

Teachers consider WIDA ACCESS results, classroom work, and observations to understand each student’s strengths and needs. Support may change as students develop their language skills.

Your school's ELD specialist can explain what support looks like for your child and how it connects to classroom learning.

Your child’s classroom teachers and ELD specialist are a team. Together, they support your child’s learning and English language development.

Classroom teachers bring knowledge of the subjects they teach and see how your child participates in daily lessons. ELD specialists bring expertise in language development and help identify the language students need to understand lessons and communicate their ideas.

Together, they plan instruction, share strategies, and review student progress. Depending on your child’s needs, the ELD specialist may teach alongside the classroom teacher, provide dedicated English language instruction, or work with teachers to plan classroom support.

You are part of this team, too. Sharing your child’s strengths, experiences, and questions helps us understand and support them. Your school’s ELD specialist is a good starting point for questions about language services.

In Troy, English language development connects to what students are learning in school. Classroom teachers and ELD specialists work together to help students understand lessons, participate with classmates, and express their thinking.

Teachers consider both what students are learning and the language they need to learn it. For example, a science lesson may ask students to explain why something happened. Teachers help students understand the science and use words and sentences to explain their reasoning.

Your child’s teachers may provide:

• Pictures, diagrams, and demonstrations to explain new ideas.

• Clear explanations and practice with important vocabulary.

• Examples and sentence starters to support speaking and writing.

• Partner conversations so students can practice and share ideas.

• Opportunities to use their home language to make connections and develop understanding.

Some students also receive dedicated instruction from an ELD specialist to strengthen particular language skills. That instruction helps students use English across their classes.

Support builds on your child’s strengths and changes as their skills develop. Classroom work, teacher observations, and WIDA ACCESS results help the team decide what your child needs next.

Questions you can ask: What language skills is my child working on? How are teachers supporting those skills? What progress are you noticing?

English language support happens during the school day, both within classroom learning and, for some students, during dedicated ELD instruction.

In elementary school, an ELD specialist may teach alongside the classroom teacher or work with students in a small group for part of the day. In middle and high school, students may receive support in a class taught jointly by a subject teacher and an ELD specialist, in a scheduled ELD class, or both.

Classroom teachers may also use language supports throughout daily lessons. Your child’s support therefore includes more than the time they spend directly with an ELD specialist.

Schedules vary based on students’ needs. Your school’s ELD specialist can explain your child’s schedule and how the teachers work together.

Questions you can ask: When does my child work with the ELD specialist? What skills do they practice? If they leave the classroom for instruction, how is that time coordinated with classroom learning?

Troy sends information about your child’s eligibility, services, and English language development. What you receive depends on where your child is in the ELD process.

If your child takes an initial screening assessment

You receive a screening results letter explaining whether your child qualifies for ELD services. Some students are screened during the summer before school begins; others are screened after enrollment. This is not an annual test. Students already identified as English learners do not take the WIDA Screener again each year.

Each year your child continues in ELD, you receive an annual ELD notification explaining your child’s continued eligibility and the program’s services. This letter does not mean your child has been screened again.

After your child takes annual WIDA ACCESS, you receive a WIDA ACCESS score report showing your child’s English language development in listening, speaking, reading, and writing. Teachers use the results alongside classroom learning to plan support and determine whether your child meets Michigan’s exit requirements.

Need help understanding a letter or report? Start with your school’s ELD specialist.

As students become more proficient in English, their language needs change. They may communicate comfortably in everyday conversations while still developing the academic language needed to explain their thinking, understand complex texts, and write across subjects.

For some students, continued language development is best supported during classroom learning. Staying in class allows them to build these skills alongside their classmates while participating in grade-level lessons.

In Troy, these students may receive support through ELD paraprofessionals, check-ins with an ELD specialist, or classroom teachers working with a specialist to address language needs. The combination of support varies based on the student’s needs and the school’s service schedule.

Not meeting regularly with a specialist does not mean your child has exited ELD. It means their support may look different from separate lessons with a specialist.

What support does my child receive?

Your school’s ELD specialist can explain:

• What language skills your child is developing.

• What support they receive, who provides it, and when.

• How their progress is reviewed and when support may need to change.

2026–27 testing window: January 25–April 2, 2027

Students identified as English learners take WIDA ACCESS during the school day. Each school schedules testing within this window. Your child does not test every day during this period.

When can I expect my child’s results?

Troy mails score reports to families after testing and scoring are complete and the district receives the reports.

Reports from spring 2026 testing were mailed in September 2026. The mailing timeline for spring 2027 results will be shared when it is confirmed.

If you have not received your child’s spring 2026 report, contact your school’s ELD specialist.

WIDA ACCESS is the English language assessment students identified as English learners take each year. It helps families and teachers understand how students are developing the English they use for learning in school.

What language skills does the assessment measure?

WIDA ACCESS measures four areas:

• Listening: Understanding spoken English, such as directions and explanations.

• Speaking: Using spoken English to share ideas and explain thinking.

• Reading: Understanding written English, such as passages about school topics.

• Writing: Using written English to communicate ideas and information.

Why does my child take it each year?

Annual testing helps us understand your child’s language development over time. It is required for students identified as English learners until they meet Michigan’s requirements to exit English learner status.

How do teachers use the results?

Teachers use WIDA ACCESS results, along with classroom work and observations, to identify your child’s strengths and plan language support. Results also help determine whether your child meets Michigan’s requirements to exit ELD services.

How is it different from classroom tests?

Classroom tests measure what students have learned in subjects such as math or science. WIDA ACCESS focuses on the English language skills students use to understand and communicate about those subjects.

How is it different from the test used to qualify for ELD?

The WIDA SCREENER helps determine whether a student qualifies for ELD support. WIDA ACCESS measures English language development each year after a student has been identified as an English learner.

How will I learn about my child’s results?

You will receive a score report after testing. Your school’s ELD specialist can explain the scores, discuss your child’s progress, and describe how the results help guide support.

Questions you can ask: What are my child’s language strengths? Which skills are still developing? How are teachers supporting those skills in school?

Yes. Students identified as English learners must participate in an English language assessment each year until they meet Michigan’s requirements to exit English learner status. Michigan uses WIDA ACCESS assessments to meet this requirement.

This requirement comes from the federal Every Student Succeeds Act (ESSA), Section 1111(b)(2)(G), also cited as 20 U.S.C. § 6311(b)(2)(G). It applies to all identified English learners, including students whose families decline ELD services.

Families may decline particular ELD services, but doing so does not remove their child’s English learner status or the annual testing requirement. Please contact your school’s ELD specialist to discuss your questions and options.

Learn more: Federal assessment requirement | Michigan’s WIDA assessment information

You will receive your child’s WIDA ACCESS score report in the mail, if you have not already. This report shows how your child is developing English in listening, speaking, reading, and writing.

The sample report below explains what each part means. Once your child’s report arrives, you can follow along with it as you read. Your school’s ELD specialist can help you understand the results and how they connect to your child’s classroom support.

1. Four language areas assessed on the WIDA Look for Listening, Speaking, Reading, and Writing on the sample report. Each has its own score. These help teachers understand where your child is showing strengths and where more support may help.

It is common for students to have different scores in different areas. A student may, for example, understand spoken English more easily than they can write a detailed explanation.

2. Proficiency levels describe how students use English for school learning. They range from 1 to 6, with higher levels describing increasingly complex language use. These numbers are not grades or percentages. A level 3 does not mean third-grade work or 30 percent correct. Teachers interpret each score in relation to the student’s grade and the language area assessed.

3. Combined Scores in each language area

The report also brings language areas together:

• Oral Language: Listening and Speaking.

• Literacy: Reading and Writing.

• Comprehension: Listening and Reading.

• Overall: All four language areas.

The Overall score provides a summary, but the separate scores help teachers understand your child’s individual needs.

4. Scale Scores are another way WIDA reports performance. They provide more detail than proficiency levels. Your school’s ELD specialist can explain these numbers and the bars shown beside them.

How do we understand progress?

Teachers review WIDA results alongside classroom work, observations, and participation. One assessment provides part of the picture of your child’s learning.

A note about WIDA results: WIDA updated the assessment and reset its scale scores. This year’s scale scores are a new starting point and should not be directly compared with scale scores from earlier years.

Questions to ask your school’s ELD specialist

• What are my child’s language strengths?

• What do these scores tell us about the support my child needs?

• What progress do you see in classroom learning?

• How will teachers help my child develop their next language skills?

Students leave ELD services when they meet Michigan’s English language proficiency requirements. This is called exiting the program.

How does my child qualify to exit?

• For the 2026 WIDA ACCESS assessment, Michigan’s exit requirement is an Overall proficiency level of 4.8 or higher. This is the Overall score on the report—not a requirement to earn 4.8 in every language area.
• Students who take WIDA Alternate ACCESS have a different requirement: an Overall performance level of 5.

Your school’s ELD specialist can explain which assessment your child takes and whether they have met the exit requirements.

How long will my child receive ELD services?

There is no fixed number of years. Students develop English at different rates. Your child continues receiving services until they meet Michigan’s exit requirements.

What happens after my child exits?

Your child no longer takes the annual WIDA assessment. Troy monitors their school progress for four years after exit to make sure they are succeeding without ELD services. Classroom teachers continue supporting your child’s learning. If concerns arise, the school reviews their needs and determines what additional support would help.

Exiting ELD is a milestone in your child’s language development. Their learning, and our partnership with your family, continues.

Questions you can ask your school’s ELD specialist

• Has my child met Michigan’s exit requirements?

• If not, which language skills need continued support?

• How will the school monitor my child’s progress after exit?

• Whom should I contact if I have concerns?

Use the language or languages your family knows best. Talking, reading, and sharing ideas in your home language helps your child build knowledge and stay connected to family and culture while learning English.

You do not need to speak English fluently to support your child’s learning.

Talk about everyday experiences. Discuss meals, family stories, activities, or things you notice together. Ask questions that encourage your child to explain: “What do you think?” or “Why do you think that happened?”

Read and share stories. Read together, tell stories, or listen to audiobooks in your home language, English, or both. Talk about the characters, events, and new ideas.

Ask about school. Try questions such as “What did you learn today?” or “What was interesting or challenging?” Your child can answer in whichever language helps them express their thinking.

Stay connected with teachers. Share your child’s interests, strengths, and any concerns. Ask what they are learning and how you can support that learning at home. You can request an interpreter when communicating with the school.

Your conversations, encouragement, and connection with your child matter.

Questions you can ask: What are you working on in class? Are there books or activities we can explore in our home language? What is one helpful thing we can practice together?

You are an important partner in your child’s education. We welcome your questions and want you to understand your child’s learning and support.

Whom should I contact first?

Start with your school’s ELD specialist. They can answer questions about English language support, WIDA results, and your child’s progress. If your question is about classroom learning, school procedures, or another concern, the ELD specialist will help connect you with the right teacher or staff member. You can find your school’s ELD specialist and their contact information at the end of this guide.

What if I need an interpreter?

Ask your child’s teacher, ELD specialist, or school office for an interpreter. Tell them your preferred language when arranging a phone call or meeting.

You can say or write:

“I would like an interpreter in __________ for our meeting.”

What if I do not understand a school message?

Contact the person who sent it or ask the school office for help. You can request a translation or an explanation in your preferred language.

You can say or write:

“Please help me understand this message in __________.”

Do I have to wait for parent-teacher conferences?

No. Contact the school whenever you have a question or concern. You can also share your child’s strengths, interests, and experiences at any time.

You do not need to know school terms or speak English fluently to ask questions. We want to hear from you.

My child speaks English well. Why do they still receive ELD support?

Talking with friends and using English for schoolwork require different skills. Your child may speak confidently while still developing the language needed to understand complex reading, explain their thinking, or write detailed responses.

Does receiving ELD support mean my child has a learning disability?

No. Developing English is not a learning disability. ELD supports language development. Some students may need both ELD and special education services, but these address different needs.

Does my child need to stop using our home language?

No. Continue talking, reading, and sharing ideas in the languages your family knows best. Your home language is a strength and an important connection to family and culture.

Why does another student receive different support than my child?

Students have different language strengths and needs. Teachers use WIDA results and classroom learning to plan support for each child. The type and amount of support may change as students grow.

Can my child participate in challenging classes and school activities?

ELD services are intended to help students participate in school learning and opportunities. If you have questions about a course or activity, your school’s ELD specialist can connect you with the appropriate teacher or counselor to discuss options and support.

Have a question we have not answered? Start with your school’s ELD specialist. We welcome your questions.

English Language Development (ELD)

Instruction that helps students develop the English listening, speaking, reading, and writing skills they need for school learning.

English Learner (EL)
A student who qualifies for English language support under Michigan’s guidelines. Schools use this term to identify students eligible for ELD services.

Multilingual Learner
A student who uses or is developing more than one language. Not all multilingual learners qualify for ELD services.

ELD Specialist
A teacher with expertise in English language development who provides instruction and works with classroom teachers to support multilingual students.

WIDA Screener
An English language assessment used to help determine whether a student qualifies for ELD services. It is not given again every year to students already identified as English learners.

WIDA ACCESS
The annual English language assessment for students identified as English learners. It measures listening, speaking, reading, and writing.

Language Domains
The four language areas: listening, speaking, reading, and writing.

Proficiency Level
A description of how a student uses English for school learning. On WIDA ACCESS, levels range from 1–6. They are not grades or percentages.

Overall Score
A score that combines results from listening, speaking, reading, and writing to summarize English language proficiency.

Exit
When a student meets Michigan’s requirements and no longer qualifies for ELD services or annual WIDA testing.

Monitoring After Exit
Reviewing a student’s school progress for four years after leaving ELD services to determine whether additional support is needed.

Interpreter
A person who helps people communicate in different languages during a conversation or meeting.

Translation
School information provided in another language in writing.

Your school’s ELD specialist is your first point of contact for questions about English language support. They can answer your questions and connect you with the right teacher or district team member.

TSD Preschool

Sarah Mockeridge

Barnard Elementary
Brandy Misra

Bemis Elementary
Sara Cavatio
Sarah Mockeridge

Costello Elementary
Becca Morrow

Hamilton Elementary
Lindsay Long

Hill Elementary
Leah Vohs

Leonard Elementary
Corinn Puzzouli

Martell Elementary
Michelle Goleski

Morse Elementary
Amy Bauman
Hilda Zanaliu

Schroeder Elementary
Lisa Georges

Troy Union Elementary
Caryn Leonard

Wass Elementary
Aushourina Yousif

Wattles Elementary
Sue Reid
Hilda Zanaliu

Baker Middle School
Danielle Andressen
Lucchi Cacaj

Boulan Park Middle School
Lilianna Cujar
Meridith Knight

Larson Middle School
Jen Said
Alexia Coleman

Smith Middle School
Tabitha Shaw

Athens High School

Colleen Duffy
Maria Lograsso

Troy High School
Christina Rick
Kyle Von Plagenhoef
Kelsi Miller

International Academy East (IAE)

Melissa Batts

Troy College & Career High School (TCCHS)
Melissa Batts

Need help reaching your specialist? Contact your school office and ask to be connected with the ELD specialist listed for your building.