Curriculum-based measurement (CBM) is a systematic, ongoing assessment framework that allows special educators to monitor students’ progress and determine the need for instructional adaptations. Jenkins and colleagues examined the accuracy and timeliness of six different schedules of CBM progress monitoring (PM). The authors found that weekly and intermittent PM schedules were similarly accurate and timely. This study replicated and extended the work of Jenkins and colleagues by examining the accuracy and timeliness of different PM schedules for 51 students with disabilities. Results indicated that the accuracy and timeliness of the PM schedules for the current sample was poorer than the accuracy and timeliness reported by Jenkins and colleagues. In line with the results of the original study, however, these results indicated that intermittent PM schedules sufficiently predicted student true growth compared to weekly PM schedule. Implications for research and practice are discussed.