TS Gold
Taking a whole-child approach, GOLD® assesses children’s development and learning across four developmental domains (social–emotional, physical, language, cognitive) and five content domains (literacy, mathematics, science and technology, social studies, and the arts). It also includes a tenth domain, English language acquisition, for use with dual-language learners (DLLs). Each domain comprises a set of objectives designed to guide teachers through the assessment process. Many objectives are further broken down into one or more dimensions. GOLD® has thirty-eight objectives in total, collectively termed the Objectives for Development and Learning (ODL).

Early Math Inventory (EMI) 
PreK uses the Early Math Inventory (EMI) to collect assessment data on early learners. The EMI includes items across six areas of early number development. The data is collected in Fall, Winter, and Spring and is used to make decisions about instruction tiers.
Peli (literacy) 

FAST Bridge
FastBridge assessments combine Curriculum-Based Measures (CBM) and Computer-Adaptive Tests (CAT) for reading, math and social-emotional behavior (SEB), and delivers accurate, actionable reports for screening, skill analysis, instructional planning, and more to ensure educators have the right tools and the right data to provide timely and targeted supports. And it does this in half the time as other assessments, so you spend less time testing and more time delivering data-driven instruction.

Standards-Based Accountability Assessments
The Minnesota Comprehensive Assessments (MCAs) and alternate assessment, Minnesota Test of Academic Skills (MTAS), are the statewide tests that help districts measure student progress toward Minnesota’s academic standards and meet the requirements of the Elementary and Secondary Education Act (ESEA). Students take the MCA math in grades 3-8, 11; students take the MCA reading in grades 3-8, 10; students take the MCA Science in grades 5, 8, HS. Most students take the MCAs, but students who receive special education services and meet eligibility criteria may take the MTAS.

English Language Proficiency Accountability Assessments
The ACCESS and Alternate ACCESS for ELLs are the assessments developed by the WIDA consortium and administered to English learners in order to measure progress toward meeting Minnesota’s standards for English language development, developed by the WIDA consortium. Most English learners will take the ACCESS for ELLs, but English learners who received special education services and meet the participation guidelines may take the Alternate ACCESS for ELLs. 

NAEP