Rayne Catholic Administers Three National Standardized Test:

 1.    Dynamic Indicators of Basic Early Literacy Skills 


DIBELS tests are administered three times a year (Fall, Winter, Spring) in grades K through 3. Results are sent home to all parents. The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of standardized, individually administered measures of early literacy development. They are designed to be short (one minute) fluency measures used to regularly monitor the development of pre-reading and early reading skills.

Please click on the following link for more information on the DIBELS Test: http://dibels.uoregon.edu/

2.   ACT Aspire Test

ACT Aspire Testing:  Standardized achievement tests are administered in the spring.  ACT Aspire assesses student readiness in English, math, reading, science, and writing. Our solution connects student growth from grades 3-8 and early high school in the context of college and career readiness. Results are sent home to all parents during the month of May.

This technically excellent instrument provides the valid and reliable tool needed for objective measurement of achievement. Administrators will obtain reliable data to evaluate progress toward meeting the challenges set forth by the national and state standards and high expectations. ACT Aspire will include summative assessments that measure how much students have learned over time, as well as aligned classroom-based assessments that help educators better understand students’ learning needs in individual classes throughout the school year. The aligned assessments will inform teachers about students’ progress toward specific learning standards, so they can better tailor their instruction and resources to help students learn.

3.   ACRE Test

  • The ACRE test is administered to students in 5th through 8th grade.
    The acronym stands for Assessment of Catechesis/Religious Education.
  • This test is published by the NCEA (National Catholic Educational Association).
  • The NCEA ACRE is an assessment designed to strengthen catechetical/religious education programs.
  • The NCEA ACRE is an assessment based on the Catechism of the Catholic Church and the most recent catechetical documents.
  • The purpose of the NCEA ACRE is to evaluate the effectiveness of a religion program: The printed curriculum communicated during a teaching-learning session and the formative experiences in and with the faith community, for example, Sunday Liturgy.
  • NCEA ACRE reports equip school principals, DREs, religion teachers, and catechists to evaluate not only the local curriculum content, but also the teaching strategies used to deliver that curriculum.
  • NCEA ACRE data reports also shed light on those faith formation elements that are not the exclusive domain of the school or parish religion program, for example, physically getting students to the sacraments of penance and Sunday Liturgy, etc.

Standard 8: An excellent Catholic school uses school-wide assessment methods and practices to document student learning and program effectiveness, to make student performances transparent, and to inform the continuous review of curriculum and the improvement of instructional practices.


8.1 School-wide and student data generated by a variety of tools are used to monitor, review, and evaluate the curriculum and co-curricular programs; to plan for continued and sustained student growth; and to monitor and assess faculty performance.

8.2 School-wide and aggregated student data are normed to appropriate populations and are shared with all stakeholders.

8.3 Faculty use a variety of curriculum-based assessments aligned with learning outcomes and instructional practices to assess student learning, including formative, summative, authentic performance, and student self-assessment.

8.4 Criteria used to evaluate student work and the reporting mechanisms are valid, consistent, transparent, and justly administered.

8.5 Faculty collaborates in professional learning communities to monitor individual and class-wide student learning through methods such as common assessments and rubrics.

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