ELD
English Language Development
Our Mission: The purpose of the Troy School District is to ensure learning for all members of the school community. The Troy School District seeks to provide every child, regardless of national origin or native language, quality and meaningful educational instruction. Students who are English learners (ELs) are provided instructional services through the English Language Development program designed to meet their unique needs.
Elementary English Language Development Curriculum
Secondary English Language Development Curriculum
- High School Learning Resources & Units of Study
- Middle School Learning Resources & Units of Study
- Course Guides
- English Language Development Standards
High School Learning Resources & Units of Study
Middle School Learning Resources & Units of Study
Course Guides
English Language Development Standards
Parent Information
Michigan Seal of Biliteracy
Seal of Biliteracy
Students in Michigan can earn a Seal of Biliteracy to be added to their diploma.
According to the Michigan Department of Education, the Seal of Biliteracy is an award given by a school, district, or state in recognition of students who have studied and attained proficiency in two or more languages by high school graduation. The Seal of Biliteracy encourages students to pursue biliteracy, honors the skills our students attain, and can be evidence of skills that are attractive to future employers and college admissions offices.
The Michigan Seal of Biliteracy has been created to recognize high school graduates who exhibit language proficiency in English and at least one additional world language. The Seal may be awarded to any student receiving a high school diploma, a high school certificate of completion or a high school equivalency certificate and who has demonstrated Intermediate High proficiency on acceptable world language assessments and met the English Language Arts requirements for graduation or demonstrated proficiency on a validated test of proficiency for English Learners. The Seal has been created to encourage students to study world languages and embrace their native and heritage languages. The Seal will provide employers with a way to identify individuals with strong language and biliteracy skills. The Seal may serve as an additional tool for colleges and universities to recognize applicants’ language abilities for admission and placement.
Steps to Attaining Award
- Application Submission Process for Parents
- Pathways to Biliteracy
- Timeline
- Criteria - Determining Eligibility
- Demonstrating Proficiency
- Additional Information
Application Submission Process for Parents
Application Submission Process for Parents
- Confirm student in on-track for graduation (consult school counselor)
- Confirm and collect documents that show student has demonstrated proficiency in a language other than English (see three approved methods)
- Create MEIS Account
- Complete application
- Submit application
- Submit copy of printed application to school counselor
Click Here For Step By Step Guide to Submission
Pathways to Biliteracy
Throughout a child’s educational journey, there are multiple opportunities to purse dual or multiple language proficiency, The Seal is not designed to dictate a specific course of study or point of entry, but rather to honor diverse pathways to achieve biliteracy, promote active engagement in pursuing it, and ultimately recognize that achievement. The following provides a brief description of various pathways to biliteracy.
Academic Coursework
Academic Coursework
The most familiar method of learning a world language or acquiring English as an additional language is through PreK-12 academic coursework. Bilingual and immersion programs, Advanced Placement courses, International Baccalaureate language and literature courses, dual enrollment in community college/university courses, traditional world language classes, study abroad and exchange programs, and academic coursework through homeschooling are all viable means for attaining proficiency in a world language.
Heritage and Home Language Acquisition
Heritage and Home Language Acquisition
Many students in the United States are raised in a bilingual or multilingual environment and/or in homes in which a language other than English is spoken. Known as heritage language speakers, these students acquire language through the experience of interacting with family members, friends, and neighbors. Heritage language speakers possess skills necessary for our national security and prosperity. These students are an essential component of our multilingual or multicultural society.
Heritage Language Maintenance
Heritage Language Maintenance
Deliberate efforts to maintain the heritage or native language are prevalent within many culturally and linguistically diverse families and communities. Encouragement to participate in activities where the heritage language is used such as multimedia, community organizations, ethnic or cultural marketplaces can be very beneficial to society. Recognizing the value of maintaining the heritage language sustains important direct cultural ties to students’ respective families and communities. These efforts to preserve the heritage language must be in place as students become more immersed in English as the dominant language.
Timeline
Timeline
The expectation is that language proficiency assessment accurately reflect ACTFL Intermediate High proficiency at the time of graduation.
Traditional Timeline
For the purpose of awarding the Seal, the MDE recommends that students’ proficiency be tested beginning in his/her second semester of the junior year through the end of the first semester senior year.
Alternative Timelines
Students who have documented proficiency at the Intermediate High level before their junior year, such as students in dual immersion programs, transitional bilingual programs, community-based language programs and student beginning language study in grades K-8, may utilize one of the following timelines. Any formal assessment completed before 8th grade cannot be used to qualify for the Seal.
- When the assessment is completed in 8th grade, students must have transcripts or an equivalent official document that shows three years of continued enrollment after the assessment.
- When the assessment is completed in 9th grade, students must have transcripts or an equivalent official document that shows two years of continued enrollment after the assessment.
- When the assessment is completed in 10th grade, students must have transcripts or an equivalent official document that shows one year of continued enrollment after the assessment.
Criteria - Determining Eligibility
Criteria for Granting the Seal of Biliteracy
Determining Eligibility
Demonstrating Proficiency in English:
All recipients of the Seal must meet all Michigan Merit Curriculum requirements and local requirements for graduation.
Demonstrating Proficiency in a Language Other than English:
-Commercial Assessment
-Foreign Transcripts and Other Formal Documentation
-Alternative Method of Assessment
Demonstrating Proficiency
- Commercial Assessment
- Foreign Transcripts & Other Formal Documentation
- Alternative Method of Assessment
Commercial Assessment
Commercial Assessment
Acceptable assessments used to provide evidence of world language proficiency in any language must meet the American Council of the Teaching of Foreign Languages (ACTFL) criteria of Intermediate High or equivalent.
When all four language skills/domains are used in a language and available via approved commercial assessment, all four skills must be assessed and the candidate must earn the equivalent of at least Intermediate High level of proficiency using the ACTFL proficiency guidelines.
In the case where all four skills are used and only the productive skills (speaking and writing) are available via approved commercial assessment, the two assessed productive skills can be used to qualify for the seal if the student earns the equivalent of at least Intermediate High level of proficiency using the ACTFL proficiency guidelines.
When proficiency must be determined for languages that use fewer than four language domains/skills, only the language domains/skills that are used with regard to that language will be assessed. The Seal is eligible to be awarded in these languages if the proficiency of Intermediate High has been achieved based on the ACTFL Proficiency Guidelines for the language domains/skills tested. Some examples of these languages include American Sign Language, Sylheti, Anishinaabemowin, and Latin.
Foreign Transcripts & Other Formal Documentation
Alternative Method of Assessment
Alternative Method of Assessment
For languages without available assessments or in circumstances where test administration is cost prohibitive, students must still demonstrate Intermediate High proficiency in all skills that are applicable. The determination of applicable skills (Listening, Speaking, Reading, Writing) must be clearly documented through the MDE approved Alternative Process for Assessment. Assessments should be aligned with the ACTFL Proficiency Guidelines for Intermediate High or equivalent.
Student/Parents must receive approval in order to implement the Alternative Process for Assessment. The verification form must be completed and submitted to the MDE at MDE-EL@Michigan.gov at least one month before the date of the assessment. This form is used to identify the committee members and the materials that will be used. The student outcome section can be filled in after students have been assessed and is not necessary to complete that section upon requesting approval.
The Committee is responsible for the following:
- Implementation of the Alternative Process for Assessment for listening, speaking, reading, and/or writing when applicable.
- a. Listening/Reading
- i. Select authentic, age-appropriate resources to verify the language proficiency required to earn the Seal in listening and reading. Such authentic materials are generally available on the Internet, through YouTube and social
- ii. Create questions to assess these materials.
- iii. The formally trained speaker or an interpreter/translator may assist with the selection of materials and creation of questions.
- b. Speaking
- i. Create speaking tasks that verify the level of language proficiency required to earn the Seal in speaking.
- ii. The formally trained speaker or an interpreter/translator may assist in the interpretation of the oral responses.
- c. Writing
- i. Create writing tasks that verify the language proficiency required to earn the Seal in writing.
- ii. The formally trained speaker or an interpreter/translator may assist in the interpretation of the written response.
- a. Listening/Reading
- Archive the assessment tasks as well as the applicant responses to ensure confidentiality and validity of the assessment.
See Michigan Seal of Biliteracy document Appendix D for more information and for verification form required for pre approval.
Demonstrating Proficiency in a Language Other than English
Alternative Method of Assessment
For languages without available assessments or in circumstances where test administration is cost prohibitive, students must still demonstrate Intermediate High proficiency in all skills that are applicable. The determination of applicable skills (Listening, Speaking, Reading, Writing) must be clearly documented through the MDE approved Alternative Process for Assessment. Assessments should be aligned with the ACTFL Proficiency Guidelines for Intermediate High or equivalent.
Student/Parents must receive approval in order to implement the Alternative Process for Assessment. The verification form must be completed and submitted to the MDE at MDE-EL@Michigan.gov at least one month before the date of the assessment. This form is used to identify the committee members and the materials that will be used. The student outcome section can be filled in after students have been assessed and is not necessary to complete that section upon requesting approval.
The Committee is responsible for the following:
1. Implementation of the Alternative Process for Assessment for listening, speaking, reading, and/or writing when applicable.
a. Listening/Reading
i. Select authentic, age appropriate resources to verify the language proficiency required to earn the Seal in listening and reading. Such authentic materials are generally available on the Internet, through YouTube and social media.
ii. Create questions to assess these materials.
iii. The formally trained speaker or an interpreter/translator may assist with the selection of materials and creation of questions.
b. Speaking
i. Create speaking tasks that verify the level of language proficiency required to earn the Seal in speaking.
ii. The formally trained speaker or an interpreter/translator may assist in the interpretation of the oral responses.
c. Writing
i. Create writing tasks that verify the language proficiency required to earn the Seal in writing.
ii. The formally trained speaker or an interpreter/translator may assist in the interpretation of the written response.
2. Archive the assessment tasks as well as the applicant responses to ensure confidentiality and validity of the assessment.
See the Michigan Seal of Biliteracy document Appendix D for more information and for verification form required for preapproval.
Additional Information
More information and additional documents can be found at: https://www.michigan.gov/mde/0,4615,7-140-81351-456570--,00.html
Student Code of Conduct & Volunteer Background Forms
Additional Resources
World Class Pillar Information
World Class Pillar Descriptions for Each Pillar
Early Childhood to Career (green)
Learning opportunities designed to educate and support children from their earliest years through graduation and the world of work.
Equity and Well-Being (red)
Ensuring all students experience the academic, social, and emotional support they need to reach their potential.
Deepening Learning (blue)
Deepening learning with a commitment to developing life-long skills such as critical thinking, collaboration, character, creativity, citizenship, and communication.
Building Capacity (gold)
Providing regular opportunities for staff and families to learn from one another and from local, state, and global partnerships.
Helpful Links for Parents
HElpful links for parents | click to access site |
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City of Troy Resources & Information | CLICK HERE |
Free & Reduced Lunch Forms (Translated) | CLICK HERE |
Troy Public Library (Resource Site) | CLICK HERE |
Fun English Learning Games (Website/Online) | CLICK HERE |
WorldBook How to Use Reference Guide | CLICK HERE |
WorldBook K-5+ Reference (Login Site) | CLICK HERE |
Christin Silagy
Titles:
Director, Director of ELD, Federal Grants & State Assessments
Locations:
Service Center
Departments:
Teaching & Learning, English Language Development - ELD
Email:
Mary Kelsey Witt
Titles:
Staff, Curriculum & Instructional Specialist: K-12 ELD
Locations:
Service Center
Departments:
Teaching & Learning, English Language Development - ELD
Email: