We present scaling outcomes for mathematics assessments used in the fall to screen students at risk of failing to learn the knowledge and skills described in the National Council of Teachers of Mathematics (NCTM) Focal Point Standards. At each grade level, the assessment consisted of a 48-item test with three 16-item sub-test sets aligned to the essential focal points at that grade level. All assessments were scaled using item response theory (IRT) with a 1 PL model. We describe several summary statistics of the item, including the range of measure statistics, outfit, expected and observed performance, and overall person reliability indices. Our findings suggest all items functioned well and may be useful in identifying students in need of instructional supports. (Contains 1 table and 1 footnote.)