| Connecticut | Smarter Balanced Interim Assessments | 2 | Not reported |
| Delaware | Smarter Digital Library | K, 1, 2 | Provide support to teachers and students to improve instruction and student performance and readiness for future grades |
| District of Columbia | PARCC K-1, Diagnostic Assessments | K, 1, 2 | Formative use in the classroom. |
| Idaho | i-Ready Diagnostics, K-2, Curriculum Associates | K, 1, 2 | Idaho's intent for the utilization of a statewide K-2 Mathematics Screener and Diagnostic system is for teaching and learning purposes. The ISDE and the K-2 Mathematics Screener and Diagnostic Committee's recommendation to districts and schools is to not use students' scores/growth from such a tool for teacher evaluative purposes. A chosen program(s) will not be mandated for district use. |
| Indiana | Formative Assessments (Local Decision) | K, 1, 2 | Indiana has a formative assessment grant, which funds formative assessments for Grades K-10. Schools may choose from a list of vendors. Some intended uses of formative assessments funded by the state include measuring growth, progress monitoring, informing instruction, differentiating instruction, identifying students' strengths and weaknesses, and remediation. Many schools also use formative assessment data as a component of teacher evaluations. |
| Louisiana | K-2 Formative Tasks | K, 1, 2 | A resource for K-2 math educators to use during instruction to monitor student progress |
| Michigan | Early Literacy & Mathematics Benchmark Assessments | K, 1, 2 | The assessments are used to track students' growth over the course of the year and to provide relevant data for instructional shifts and to meet individual students' needs. |
| Ohio | Kindergarten Readiness Assessment | K | The assessment measures a child's readiness for engaging with instruction aligned to the kindergarten standards. |
| South Carolina | Kindergarten Readiness Assessment | K | Kindergarten Readiness, the mathematics portion is a small portion of the test. |
| Utah | KEEP | K | To determine kindergarten readiness to a small degree. Major purpose is to act as a baseline assessment. |
| Washington | Washington Kindergarten Inventory of Developing Skills (WaKIDS) | K | WaKIDS has three parts: 1. Family connection. Before school starts, or shortly thereafter, kindergarten teachers meet with families and early learning professionals to welcome families and students to school, and talk about each child's strengths and needs. 2. Whole-child assessment. By October 31, teachers observe and record each child's developing skills in six areas: social-emotional, physical, cognitive, language, literacy, and mathematics. 3. Early learning collaboration. As the school year continues, early learning professionals, community groups, and elementary school staff meet to talk about ideas for improving student learning. |
| Wyoming | WY-TOPP Interim | K, 1, 2 | Teachers can use interim results to inform instruction and adapt teaching practices. |
