According to Every Student Succeeds Act of 2015 (ESSA), schools must adopt an academic and behavior intervention program in order to meet the different academic and behavioral needs of K-12 students. Educational leaders may choose to integrate Computer Based Decision Support Systems (CDSSs) into the intervention program to assist with progress monitoring and meet the demands of state and federal education regulations like ESSA. In this qualitative study, a modified Delphi method was used to explore the opinions of experienced panelists on what the best practices of integrating CDSSs in intervention programs for the use of progress monitoring could be. Participants of this study were education professionals that had at least 4 years' experience in education and 2 years' experience with Response To Intervention (RTI). The results of this study showed that participants felt that while the use of technology is beneficial to an RTI program, the use of systems development model and engagement from leadership in the process remains equally important. The collective opinions of the participants in this study could benefit educational leaders integrating CDSSs in RTI programs for the use of progress monitoring.