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Progress monitoring provides teachers with frequent, reliable data on student improvement in academic skills. However, valid and reliable progress monitoring probes are primarily available just for reading fluency, comprehension, spelling, and math. Because the instruction of students with disabilities in science occurs primarily in general education classrooms, progress monitoring in science could help improve student performance. Content area vocabulary is a straightforward method for progress monitoring and promotes an instructional practice with evidence in the literature (e.g. teaching key word vocabulary). There are "self created" ways to do this as well as a freely available university supported web-based system. This paper discusses both methods and demonstrates how to incorporate progress monitoring in general and special education instructional settings. (Contains 4 figures.)

Daily Behavior Report Cards (DBRC) are a common component of many Tier 2 interventions such as check and connect or check-in and check-out. Although considered an effective practice when paired with contingent reinforcement for academic and behavioral change, many teachers may be unaware of how best to use a DBRC with more challenging behaviors or how to incorporate this use in a student's individualized education program (IEP). One solution to time- and resource-expensive paper progress monitoring is to upgrade to an automated DBRC process: Technology can help teachers spend less time monitoring students' behaviors and preparing for meetings to address student progress, provides automated graphs of student behavior over time and records behavior in observable and measurable ways, and enables frequent and positive parent communication. As a practical solution to the paperwork reduction mandates of the No Child Left Behind Act of 2001 (NCLB, 2006) and IDEA (2006), electronic versions of DBRCs hold promise as an efficient and effective use of technology. The electronic Daily Behavior Report Card (e-DBRC; Vannest, Burke, & Adiguzel, 2006) addresses a limitation of paper-based DBRCs while maintaining their strengths as a potentially evidence-based practice. (Contains 7 figures and 4 tables.)