The revised "Individuals with Disabilities Improvement Education Act" (2004) and subsequent Federal Regulations promote the use of alternative process of identifying students with specific learning disabilities based on how well a student responds to researched-based interventions. As these strategies are implemented, school psychologists have the opportunity to expand their roles and to assume leadership positions in implementing a response-to-intervention (RtI) model. A central element of all RtI approaches is the universal monitoring of students' academic progress. As part of a general effort to implement a data-driven system, multiple sources of information may be used. This article contributes to these efforts by presenting a case study demonstrating how a school psychologist took the first steps to implement a low-cost, continuous progress monitoring procedure in one urban school. This was accomplished by using data readily available at the school site (reading probes included with the district reading curriculum) to develop a systematic way to monitor progress by creating local school norms and using existing reading benchmarks. (Contains 2 figures and 2 tables.)