The purpose of this commentary is to provide observation on the contributions to the special issue and remark on the broader implications of the research. As noted throughout the special issue, the intent was to demonstrate the use of progress monitoring within a problem-solving framework to evaluate student social and behavioral development using direct behavior ratings (DBR). Leveraging single-case research methods through adherence to the What Works Clearinghouse (WWC) standards, the articles included in the special issue provide examples for using DBR to assess student response-to-intervention while also illustrating a number of psychometric considerations that can strengthen the evidence base for progress-monitoring tools more broadly. In this commentary, we argue that the research included in the special issue provides a framework for conceptualizing evidence-based assessment for progress-monitoring instruments using single-case methods. Toward this end, the commentary provides an overview of the concept of evidence-based assessment and uses examples from the included studies to describe various facets.