Many school systems are adopting three-tiered models of prevention (e.g., Response to Intervention and Positive Behavior Support) to support an increasingly diverse student population (Sugai, Horner, & Gresham, 2002). A central feature of these models is that data are monitored to determine responsiveness. We offer this paper as a guide for researchers and practitioners in using multiple sources of data to support students with reading and behavioral challenges. Specifically, we provide an illustration of how one elementary school used an academic screener (Curriculum-Based Measurement; CBM) in combination with behavior screeners (Systematic Screening for Behavior Disorders [Walker & Severson, 1992] and the Student Risk Screening Scale [Drummond, 1994]) to identify students who were non-responsive to the primary prevention efforts. We provide information on the methodology that includes participants, training procedures, a description of the primary plan, and assessment schedule. Then we offer two illustrations of how the CBM and behavior screening data could be analyzed to identify students for targeted supports and directions for future applications. (Contains 2 figures.)