Many children with attention-deficit/hyperactivity disorder (ADHD) are eligible for special education services because of problems with academic and/or social functioning. Thus, a considerable proportion of children with ADHD have individualized education plans (IEPs) that list operationalized goals and objectives for each student. Conceptually, the majority of these children fall within Tiers 2 and 3 of a tiered intervention system because of a need for more intensive behavioral supports. Given the potentially variable behavior of these students in classroom settings and a concurrent need to demonstrate the effectiveness of intervention outcomes, frequent and sustained monitoring of goals and objectives is necessary. For this purpose, direct behavior rating scales such as a Daily Behavior Report Card (DBRC) may serve as an efficient and effective mechanism for progress monitoring. In a sample of 63 students with ADHD receiving special education services, initial psychometric information for the temporal stability, interrater reliability, and content validity of an idiographic, multi-item DBRC is presented. Procedures for integrating a DBRC into standard progress monitoring procedures likely to be useful in intervention monitoring at Tiers 2 and 3 are discussed. (Contains 2 figures.)