Teachers need to assess their students' current level of mathematical understanding to provide appropriate interventions for students who are struggling. Several school districts in Georgia currently use two assessments for this purpose--the Global Strategy Stage (GloSS) and the Individual Knowledge Assessment of Number (IKAN). The IKAN is available in two formats: the IKAN Counting Interview, which is for students performing at lower levels on the GloSS, and the IKAN Written Assessment, which is for students performing at higher levels on the GloSS. The Regional Educational Laboratory Southeast conducted an exploratory study to analyze Georgia-specific grade 1 and grade 3 data on interassessor reliability and consequential validity of the GloSS and IKAN assessments. The analysis was designed to inform the state's recommendations on whether and how districts could use these assessments. Interassessor reliability indicates whether two teachers using the same assessment to assess the same student on two occasions within a short period of time reach the same Stage Score, and in this study consequential validity is a gauge of how useful the teachers found the assessments. [For the full report, see ED607585; for the appendixes, see ED607586.]