State Assessment - Virgin Islands Department of Education, Education, special education, adult education, school registration, grade school, high school, middle school, elementary school, VIDE, schools near me, standardized testing

About Us

The Division of State Assessment oversees all aspects of state testing, both formative and summative. Currently the territory utilizes the Smarter Balanced Assessment for grades 3-8, 10 and 11, Kaplan's LAP3 for the Head Start and early elementary programs, WIDA ACCESS for English Learners, MSAA (Multi State Alternate Assessment) for students with severe disabilities and the NGSS for the science summative assessment. The Virgin Islands Department of Education has contracted with these nationally recognized organizations and others to provide the test development services, data delivery platforms and data interpretation services. The State Assessment team manages these services and provides regulatory implementation throughout the territory. State Assessment supports the districts in analyzing academic performance data to inform instruction. State Assessment works closely with the Districts to provide stakeholders with student performance and school ratings.

A suite of secure, large-scale, summative English language proficiency assessments

ACCESS for ELLs (ACCESS) is the collective name for WIDA's suite of summative English language proficiency assessments. ACCESS is taken annually by English learners in kindergarten through grade 12 in WIDA Consortium member states. WIDA provides this flexible suite of tests because we know that no single test is suitable for all students.

ACCESS for ELLs

Is available to WIDA Consortium member states as a primary benefit of membership
Is administered to kindergarten through grade 12 students who have been identified as English language learners (ELLs)
Is given annually to monitor students' progress in learning academic English
Meets U.S. federal requirements of the Every Student Succeeds Act (ESSA) for monitoring and reporting ELLs’ progress toward English language proficiency
Is anchored in the WIDA English Language Development Standards
Assesses the four language domains of Listening, Reading, Speaking and Writing

The Multi-State Alternate Assessment evolved directly from the research that supported its predecessor, the National Center and State Collaborative (NCSC) Alternate Assessments. In late 2010, NCSC began development of the NCSC Alternate Assessments based on Alternate Achievement Standards (AA-AAS) for students with significant cognitive disabilities. The foundations for the NCSC AA-AAS had been laid the previous decade, through a series of collaborative research-to-practice projects that allowed the collaborating states and national centers to understand better how to measure academic achievement for students with significant cognitive disabilities. Research completed in these previous projects meant that the state leaders and national center experts who shaped the NCSC project design process and work plan were able to build on a research-based foundation but were driven by issues and concerns that were still unanswered in 2010.

State Assessment and the Law

The Every Student Succeeds Act (ESSA) was signed by President Obama on December 10, 2015. This bipartisan measure reauthorizes the 50-year-old Elementary and Secondary Education Act (ESEA), the nation's national education law and longstanding commitment to equal opportunity for all students.

ESSA Highlights

ESSA includes provisions that will help to ensure success for students and schools. Below are just a few. The law:

Advances equity by upholding critical protections for America's disadvantaged and high-need students.
Requires—for the first time—that all students in America be taught to high academic standards that will prepare them to succeed in college and careers.
Ensures that vital information is provided to educators, families, students, and communities through annual statewide assessments that measure students' progress toward those high standards.
Helps to support and grow local innovations—including evidence-based and place-based interventions developed by local leaders and educators.
Sustains and expands this administration's historic investments in increasing access to high-quality preschool.
Maintains an expectation that there will be accountability and action to effect positive change in our lowest-performing schools, where groups of students are not making progress, and where graduation rates are low over extended periods of time.

The Virgin Islands Department of Education utilizes the Kaplan Learning Company, i-Ready, Access for EL's and Smarter Balanced to ensure students receive the most comprehensive resources and assessment tools available.

Assessments Focus on Real-World Skills Connected to Classroom Instruction and Learning.

Assessments reflect what students are learning and practicing in the classroom on a daily basis
Aligned to the Common Core Standards
Summative and Formative Assessments measure student performance and progress.
Assessment scores, report cards, teacher feedback, classroom work and more provide a holistic view of student achievement across the continuum of grade levels.

What do Assessments measure:

Assessments measure the performance of students in two core literacy domains that form the foundation for students’ readiness for college and the workplace - English language arts (ELA) and mathematics - at core grades in upper elementary, middle, and high school.

Every year, students in grades 3-8 and 11 take the Smarter Balanced assessment in these areas. These tests match the content and skills taught in the classroom and measure real-world skills.

The assessment has two parts, a computer-adaptive part and a performance task. The assessment produces scores on a scale that have different starting and end points in different grades but is connected across grades through design to allow for capturing progress.

Understanding Scores:

The Smarter Reporting System displays claim scores for the summative assessments and ICAs. A claim is a summary statement about the knowledge and skills students will be expected to demonstrate on the assessment related to an aspect of the Common Core State Standards (CCSS). The ELA Claims are Reading, Writing, Listening, and Research. The mathematics claims are Concepts and Procedures, Problem Solving, Communicating Reasoning, and Modeling/Data Analysis.

Parents can view their students scores through the parent portal once scores are released.

Smarter Balanced

https://smarterbalanced.org/

Developed by Teachers for Teachers

At the center of our work is a commitment to equity, accessibility, and ensuring that teachers are equipped with what they need to support students of diverse backgrounds and abilities for successful productive futures.

The Smarter Balanced assessment system includes a comprehensive suite of standards-aligned assessments and tools—including instructional supports, interim assessments, and summative assessments—to support effective teaching and maximize learning for each individual student.

Smarter Balanced assessment system provides accurate measures of achievement and growth toward college and career readiness benchmarks while challenging students to think critically and solve real-world problems.

KAPLAN LAP3

The Learning Accomplishment Profile™ (LAP) is a comprehensive assessment tool that tracks individual child growth and progress toward school readiness across six domains. It provides an ongoing, systematic method for observing the skill development of any child functioning in the birth to five-year age range, including children with special needs.

Accessible and research-proven way to track children's progress while on-the-go.
Users can document, store and track child progression between assessments in real-time using a phone, tablet or computer.

Teachers and/or clinicians may also access and document assessment notes to guide lesson planning and classroom instruction to support acquired and emerging skills.

Flexible, adaptable and easy-to-use platform that makes ongoing assessments a breeze.
The results of the LAP provide a complete picture of a child's developmental progress so that educators can plan, implement, and monitor individualized, developmentally appropriate activities.

WIDA ACCESS

A suite of secure, large-scale, summative English language proficiency assessments

ACCESS for ELLs (ACCESS) is the collective name for WIDA's suite of summative English language proficiency assessments. ACCESS is taken annually by English learners in kindergarten through grade 12 in WIDA Consortium member states. WIDA provides this flexible suite of tests because we know that no single test is suitable for all students.

ACCESS for ELLs

Is available to WIDA Consortium member states as a primary benefit of membership
Is administered to kindergarten through grade 12 students who have been identified as English language learners (ELLs)
Is given annually to monitor students' progress in learning academic English
Meets U.S. federal requirements of the Every Student Succeeds Act (ESSA) for monitoring and reporting ELLs’ progress toward English language proficiency
Is anchored in the WIDA English Language Development Standards
Assesses the four language domains of Listening, Reading, Speaking and Writing

iReady

Diagnostic Assessment

i-Ready Diagnostic (managed and administered by the district), is the heart of the i-Ready Assessment suite. This diagnostic assessment platform is designed with teachers in mind, to work on its own or with other i-Ready programs. The Grades K–12 diagnostic testing assessments manifests core belief that all students can grow and achieve grade-level expectations. Use these diagnostic assessment tools to help educators see where students are, set high—but achievable—expectations for growth, and connect the right instructional tools to help them get there.

MSAA

The Multi-State Alternate Assessment (MSAA) is a comprehensive assessment system designed to promote increasing higher academic outcomes for students with significant cognitive disabilities in preparation for a broader array of post-secondary outcomes.

Math and ELA grade 3-8 and high school
Science grades 5, 8 and high school

This test contains many built-in supports that allow students to show what they know and can do by communicating as independently as possible. This assessment was developed through the research and development done by the National Center and State Collaborative (NCSC).

Currently, MSAA meets U.S Department of Education Peer Review requirements. Raising academic standards for all students and measuring student achievement to hold schools accountable for educational progress are central strategies for promoting educational excellence and equity in our Nation's schools. The Elementary and Secondary Education Act (ESEA) supports State efforts to establish challenging standards, develop aligned assessments, and build accountability systems for districts and schools that are based on educational results.

NGSS

Next Generation Science Assessment (NGSA) is a set of projects that are designing formative assessments for classroom use aligned with the Next Generation Science Standards. NGSA is a collaborative effort between four organizations: WestEd’s STEM Department, Michigan State University’s CREATE for STEM Institute, The University of Illinois at Chicago’s Learning Sciences Research Institute, and The Concord Consortium.

Photo of high school teacher and students interacting

Our current work centers on developing technology-enhanced assessment tasks, rubrics, and accompanying instructional resources in physical science and life science for middle school classrooms. Learn more about each project.

The NGSA collaborative team is comprised of experts in science and engineering education, K-12 assessment, technology-supported learning, and curriculum and instruction. Team members have a range of specializations, including evidence-centered design, multi-dimensional validation studies, researcher-practitioner partnerships, and technology integration. NGSA team members are currently pursuing research and development opportunities in the following areas:

NGSS-aligned assessments for K-12 Engineering Design – K-12 engineering education is gaining traction in the US and we see an urgent need for classroom-ready assessments for teachers to use formatively to gain insights into their students’ progress on achieving the NGSS engineering standards.
NGSS-aligned assessments for K-12 Earth and Space Science – Teachers in a growing number of states will need assessments to effectively support the integrated learning called for by the NGSS performance expectations in Earth and Space Science.
Classroom-based assessment systems that bring together instruction, assessment, and professional development – There is a high need for assessment systems that provide comprehensive support to teachers so that they can (1) be informed about their students’ learning in relation to the new standards and (2) be able to respond instructionally in a manner that will advance students’ science proficiency. Such systems will need interconnected components consisting of educative resources and professional development to help increase teachers’ knowledge and expertise for instructional decision-making around NGSS.
Innovative Curriculum + Assessment + Standards projects – All too often, curriculum development and assessment development initiatives are run independently from each other. We see a pressing need for science curricula and assessments that are aligned to NGSS performance expectations and that work together to support teaching and learning. To ensure strong alignment, large-scale projects that take on both curriculum and assessment, guided by a unifying principled design approach, will be needed.

Accountability System

VIDE’s accountability system embodies the goals and priorities of the territory and seeks to incentivize continuous improvement for all schools through an empirical needs analysis and different tiers of support for local leadership and teachers. Specifically, the task force identified four overarching system goals:

Articulate clear expectations and improve teaching and student learning to ensure all students are ready for college and career.
Differentiate the performance of schools and districts in meaningful ways so that those in need of improvement receive appropriate supports and interventions, and those excelling can be recognized as models of excellence.
Provide transparent, timely reporting of actionable data on performance results so that stakeholders at all levels can take appropriate actions.
Foster a commitment to innovation and improvement in instruction and learning.

To support the attainment of these goals, the task force also articulated the following methodological principles:

Multiple measures within the accountability system provide a more complete picture of school quality than any single metric.
The indicators in the system are reflective of practice and inform system-level decisions and school improvement efforts.
The system supports transparent identification and monitoring of low performing schools and helps determine what resources are needed to support effective school improvement practices.
Results are timely, accessible, and actionable. Reporting should reflect both high-stakes indicators of the accountability system and low-stakes measures that signal more near-term progress.
The accountability system should incentivize behaviors that include high-level policy decisions (e.g., resource allocation and professional development) and closer-to-the-classroom strategies to encourage more effective teaching and learning.

These principles are connected to modern theories for the design, implementation, and functioning of accountability and improvement systems.

The Office of Planning Research and Evaluation plays a primary role in defining the Virgin Islands federally mandated accountability system and manages the electronic processes required to arrive at school and district performance determinations.

VIDE’s accountability system embodies the goals and priorities of the territory and seeks to incentivize continuous improvement for all schools through an empirical needs analysis and different tiers of support for local leadership and teachers.

VIDE has identified four overarching system goals:

Articulate clear expectations and improve teaching and student learning to ensure all students are ready for college and career.
Differentiate the performance of schools and districts in meaningful ways so that those in need of improvement receive appropriate supports and interventions, and those excelling can be recognized as models of excellence.
Provide transparent, timely reporting of actionable data on performance results so that stakeholders at all levels can take appropriate actions.
Foster a commitment to innovation and improvement in instruction and learning.

To support the attainment of these goals, the task force also articulated the following methodological principles thatare connected to modern theories for the design, implementation, and functioning of accountability and improvement systems

Multiple measures within the accountability system provide a more complete picture of school quality than any single metric.
The indicators in the system are reflective of practice and inform system-level decisions and school improvement efforts.
The system supports transparent identification and monitoring of low performing schools and helps determine what resources are needed to support effective school improvement practices.
Results are timely, accessible, and actionable. Reporting should reflect both high-stakes indicators of the accountability system and low-stakes measures that signal more near-term progress.
The accountability system should incentivize behaviors that include high-level policy decisions (e.g., resource allocation and professional development) and closer-to-the-classroom strategies to encourage more effective teaching and learning.

FAQs

VIDE = Virgin Islands Department of Education

1. General Questions

1.1 Why was the accountability system created?
VIDE developed this accountability system to gain consistent, territory-wide insights into how schools and districts are performing each year. The goal is not just to report data, but to support continuous improvement efforts that enhance student success.

1.2 Why did the territory adopt a formal accountability model?
Although the territory is not required to implement a formal system, VIDE chose to do so to adopt best practices from similar models used in U.S. states. The system is designed to reflect the unique needs of the Virgin Islands while ensuring consistency in how school quality is assessed.

1.3 Who contributed to the system’s design?
The system was created by a diverse task force that included school leaders, teachers, union representatives, and experts in education. This group worked collaboratively to ensure the system addressed local needs and reflected shared priorities.

1.4 What are the main features of the accountability system?
The system evaluates schools using several indicators for academic achievement, academic growth, graduation rates, college and career readiness, attendance, and progress of English learners. These indicators are combined into an overall score, which is then used to assign each school a rating from one to five stars. Some schools may also be identified for additional support.

1.5 How will results be communicated?
VIDE will publish annual school report cards on its public website before the start of each school year. These reports will be based on verified and quality-checked data.

1.7 Who can I contact for more information?
If you want to get in touch with VIDE directly, you can contact James Richardson, Director of the Office of Planning, Research, and Evaluation via james.richardson@vide.vi.

2. Guidance for District and School Leaders

2.1 What outcomes can schools or districts receive?
Each school receives a rating on a five-star scale, based on overall performance. Schools that face particular challenges may also be identified for additional improvement support based on clear criteria.

2.2 How should we use the accountability results locally?
Accountability results can help identify both strengths and areas for improvement. School and district leaders should use these insights to celebrate successes, target interventions, and guide decision-making in school improvement planning.

2.3 What is the Multi-Tiered System of Supports (MTSS)?
MTSS is a framework that provides schools with tiered supports to address student needs. It emphasizes high-quality instruction, data-driven decision-making, and targeted interventions to ensure all students receive appropriate support.

2.4 Where can I learn more about data sharing requirements?
Accurate, timely data sharing is critical to the system’s success. Some data come directly from vendors, while others require schools and districts to submit local information. Details and expectations are outlined in the VIDE web portal.

2.5 What data will be available to schools and districts?
VIDE promotes transparency by making all school performance data publicly available through the report card section of the web portal. Leaders can also download these data for deeper analysis and planning.

3. Guidance for Teachers

3.1 Why do these results matter for my teaching?
Even if your grade level or subject isn't directly included in the tested areas, your teaching plays a foundational role in student success. For teachers in tested subjects, the data highlight the importance of effective instruction, strong student engagement, and consistent attendance.

3.2 How can I work with school leaders using the results?
The data provide a starting point for reflection and dialogue with colleagues and school leaders. Teachers are encouraged to participate in professional learning communities and use the results to strengthen instructional strategies and improve outcomes.

3.3 How can teachers and leaders talk to parents about the results?
Teachers and school leaders should work together to help families understand what the accountability system measures, how it works, and what it means for their child. Emphasizing how attendance, performance, and engagement contribute to school-level results can make the conversation more meaningful.

4. Guidance for Students

4.1 Why do these results matter to me?
Your performance and attendance contribute to your school’s overall rating. Doing your best in key subjects like English, math, and science not only helps you grow academically but also supports your school’s success. In high school, your readiness for college or careers is also an important part of the system.

4.2 How should I talk to teachers about the results?
It’s a good idea to be proactive about your learning. Ask your teachers how you can improve and take advantage of opportunities such as portfolios, projects, or enrichment activities that can boost your growth.

4.3 How should I talk to my parents or caregivers about the results?
You should keep your parents or caregivers informed about how you are doing and how the accountability system works. They can play a big role in helping you stay motivated and supported.

4.4 Who can I talk to if I have more questions?
Start by speaking with your teachers. You can also consider joining or forming a student group focused on improving education and giving students a voice.

5. Guidance for Parents and Caregivers

5.1 How do these results help me understand school quality?
The system offers a clear, high-level view of how your child’s school is performing in key areas. While it doesn’t capture everything about a school, it does provide helpful data to guide conversations and support collaboration between families and educators.

5.2 How can I use the results to help my child?
Use the school report card as a starting point to talk with your child and their teachers. Ask questions, look for areas where additional support might be helpful, and explore resources that can enhance learning at home.

5.3 Will this system negatively affect my child?
No. The system is designed to evaluate school performance, not to penalize individual students. If areas of concern appear, the intent is to work together—families, schools, and VIDE—to make things better.

6. Guidance for Community Members

6.1 How are the results useful to me?
As a community member, the accountability system gives you a quick overview of how schools in your area are doing. This can help guide your engagement, whether through partnerships, mentoring, or providing enrichment opportunities.

6.2 How can I work with families and students?
If you notice areas where students need more support, consider how your organization or group can offer assistance. Community partnerships that provide academic support, mentoring, or extracurricular activities can make a big difference in ensuring all students are equipped for success.

7. Guidance for Technical Specialists

7.1 What is the difference between CSI and TSI schools?
Comprehensive Support and Improvement (CSI) schools are the lowest-performing Title I schools or schools with graduation rates below 67%. Targeted Support and Improvement (TSI) schools are identified because one or more student groups are not meeting expectations.

7.2 What is the minimum group size for reporting?
A minimum of 10 students is required in a group for its results to be reported. This ensures privacy and statistical reliability of the reported information.

7.3 What assessments are used in the system?
The system includes Smarter Balanced assessments in English language arts and math for grades 3–8 and high school, the MSAA for students with significant cognitive disabilities, and WIDA ACCESS and ALT ACCESS assessments for English learners. It also includes graduation rates and performance on AP exams.

7.4 Where can I learn more about how results are calculated?
VIDE provides a technical handbook that explains the system’s design, calculations, and reporting methods in detail.

7.5 How does VIDE keep data secure?
Data privacy is a top priority. VIDE follows strict security protocols and uses internal documentation and systems to protect all student information.

7.6 How are fairness and equity considered?
VIDE has worked to ensure that the system reflects diverse perspectives and prioritizes equity. This work is ongoing, and input from stakeholders continues to shape future refinements to the system.

Assessment Calendar

2025- 2026 State & District Assessment Calendar


Testing Window	Assessment	Grade Level(s)
August 2025
August 13-August 29, 2025	Pre-K Literacy Assessment	Pre-K (Waterford in STX District)
August 13-August 29, 2025	iReady Beginning of Year Diagnostic Assessment for ELA and Math	Grade K-8(STX, STTJ)
August 13- August 29, 2025	Exact Path Beginning of Year for ELA and Math Diagnostic	Grades 9-12 (STX, STTJ) students enrolled in ELA and/or math during first semester
August 18-Oct 9 Oct 10-Dec 17 Jan8-Mar 12, 2026	Smarter Balanced Interim Assessment Block ELA and Math NGSS (Science) Interim Assessments	Grades 3-8,10,11 Quarter 1-3
September 2025
September 2-26, 2025	LAP-3 Beginning of Year Assessment	Pre-K & Grade K
September 2-26, 2025	Digital Literacy Assessment	Grades 5 and 8
October 2025
October 10-December 17, 2025	Smarter Balanced Interim Block ELA and Math NGSS (Science) Interim Assessments	Grades 3-8,10-11 Quarter 2
November 2025
November 17-26, 2025	Pre-K Literacy Assessment Mid Assessment	Pre-K (Waterford in STX District)
December 1-16, 2025	iReady Mid of Year Assessment for ELA and Math	Grade K-8(STX, STTJ)
December 1-16, 2025	Exact Path Middle of Year Assessment	Grades 9-12(STX, STTJ) students enrolled in ELA and/or math during first semester
January 2026
January 12 –March 6, 2026	Spring 2026 ACCESS English Language Proficiency	English Language Learners Grades K-12
January 8-March 12, 2026	Smarter Balanced Interim Block ELA and Math NGSS (Science) Interim Assessments	Grades 3-8,10-11 Quarter 3
January 12-February 13, 2026	LAP-3 Middle of Year Assessment (Progress monitoring for students who scored below age level on the beginning of year assessment)	PreK & K
January 12-30, 2026	Exact Path Middle of Year for ELA and Math Diagnostic	Grades 9-12 students enrolled in ELA and/or math during second semester
March –April 2026
March 2-13, 2026	Digital Literacy Assessment	Grades 5 and 8
March 9-April 24, 2026	Multi State Alternate Assessment in ELA, Math, & Science	Students with significant cognitive disabilities that are eligible to participate in the alternate assessment ELA and Math- Grades 3-8 and 11 Science- Grades 5,8, and 11
March 16-April 24, 2026	Smarter Balanced Summative Assessments in ELA and Math	Grades 3-8, 10-11
March 16-April 24, 2026	NGSS (Science) Summative Test	Grades 5,8,11
April- May 2026
May 4-15, 2026	LAP-3 End of Year Assessment	PreK & K
May 4-15, 2026	iReady Post-Assessment for ELA and Math	Grades K-8
May 4-15, 2026	Exact Path for ELA and Math End-of-Year Assessment	Grades 9-11 students enrolled in ELA and/or math during second semester