In the field of special education, educators and researchers are continually searching for effective methods that might improve the academic or behavioral performance of students that are at risk or are identified with special needs. The need for effective methods is particularly salient with regard to those students identified with or at risk for emotional and behavioral disorders (EBD), as estimates suggest that nearly 25% of U.S. youth manifest a diagnosable mental health disorder, 11% of whom experience significant implications in daily functioning as a result. From a behavioral support perspective, the last decade has increasingly demonstrated the effectiveness of three-tiered models of prevention in: (a) reducing the numbers of students identified for special-education-level supports; and (b) pairing effective evidenced-based strategies at each level of support. These schoolwide models screen for three tiers of students: (1) not at risk; (2) at risk for social maladjustment; and (3) exhibiting significant behavior problems. Each tier represents an increased degree of intensity, specificity, and/or support, and appropriate strategies are identified to address the needs of students in each tier. Three-tiered models have also been used to identify students who are struggling academically and have been utilized extensively in systems of progress monitoring, such as the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Furthermore, many similarities exist among the models employed for progress monitoring and schoolwide positive behavior support (SW-PBS); it has been hypothesized that schools using one may find it easy to adopt the other. For example, a school that is using positive behavior support to identify students that are at risk for behavior or discipline issues may find it useful to implement a parallel three-tiered model to screen students and identify those that are at risk for academic failure. This article discusses using a three-tiered method of screening and progress monitoring to identify students at various stages of risk for reading failure and examines how evidence-based practices might be utilized at each of the tiers. (Contains 3 figures.)