English as a Second Language (ESL) Program

WIDA ACCESS 2020-2021

This past winter (2020-2021 school year), all English Learner (EL) students receiving services in grades kindergarten through twelfth grade participated in the administration of the ACCESS for ELLs language proficiency test.  

Families will receive the results of the ACCESS test along with an explanation of how to read their child’s results at the beginning of the 2021-2022 school year. Families who would like information on the results prior to the start of school, should contact Vesna Hajric at 314-467-5229.


BELIEFS: MSD fully supports the World-Class Instructional Design and Assessment (WIDA) Guiding Principles of Language Development:
  1. Students’ languages and cultures are valuable resources to be tapped and incorporated into schooling. - Escamilla & Hopewell (2010); Goldenberg & Coleman (2010); Garcia (2005); Freeman, Freeman, &Mercuri (2002); González, Moll, & Amanti (2005); Scarcella (1990)
  2. Students’ home, school, and community experiences influence their language development. - Nieto (2008); Payne (2003); Collier (1995); California State Department of Education (1986)
  3. Students draw on their metacognitive, metalinguistic, and metacultural awareness to develop proficiency in additional languages. - Cloud, Genesee, & Hamayan (2009); Bialystok (2007); Chamot & O’Malley (1994); Bialystok (1991);Cummins (1978)
  4. Students' academic language development in their native language facilitates their academic language development in English. Conversely, students' academic language development in English informs their academic language development in their native language. - Escamilla & Hopewell (2010); Gottlieb, Katz, & Ernst-Slavit (2009); Tabors (2008); Espinosa (2009); August & Shanahan (2006); Genesee, Lindholm-Leary, Saunders, & Christian (2006); Snow (2005); Genesee, Paradis, & Crago (2004); August & Shanahan (2006); Riches & Genesee (2006); Gottlieb (2003); Schleppegrell & Colombi (2002); Lindholm & Molina (2000); Pardo & Tinajero (1993)
  5. Students learn language and culture through meaningful use and interaction. - Brown (2007); Garcia & Hamayan, (2006); Garcia (2005); Kramsch (2003); Díaz-Rico & Weed (1995); Halliday & Hasan (1989); Damen (1987)
  6. Students use language in functional and communicative ways that vary according to context. - Schleppegrell (2004); Halliday (1976); Finocchiaro & Brumfit (1983)
  7. Students develop language proficiency in listening, speaking, reading, and writing interdependently, but at different rates and in different ways. - Gottlieb & Hamayan (2007); Spolsky (1989); Vygotsky (1962)
  8. Students’ development of academic language and academic content knowledge are inter-related processes. - Gibbons (2009); Collier & Thomas (2009); Gottlieb, Katz, & Ernst-Slavit (2009); Echevarria, Vogt, & Short (2008); Zwiers (2008); Gee (2007); Bailey (2007); Mohan (1986)
  9. Students' development of social, instructional, and academic language, a complex and long-term process, is the foundation for their success in school. - Anstrom, et.al. (2010); Francis, Lesaux, Kieffer, & Rivera (2006); Bailey & Butler (2002); Cummins (1979)
  10. Students’ access to instructional tasks requiring complex thinking is enhanced when linguistic complexity and instructional support match their levels of language proficiency. - Gottlieb, Katz, & Ernst-Slavit (2009); Gibbons (2009, 2002); Vygotsky (1962)

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