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.)