We examined the idea that leaner schedules of progress monitoring (PM) can lighten assessment demands without undermining decision-making accuracy. Using curriculum-based measurement of reading, we compared effects on decision accuracy of 5 intermittent PM schedules relative to that of every-week PM. For participating students with high-incidence disabilities--all receiving special education reading instruction (N = 56)--intermittent schedules of PM performed as well as every-week PM. These findings signal a need for research on the relative accuracy and timeliness of curriculum-based measurement decision making for intermittent and weekly PM.