Teachers who work with students with targeted, co-occurring academic and behavior differences require the knowledge, tools, and support for effective interventions across both domains. This article provides a research-informed, three-step process to support teachers in designing and implementing integrated targeted interventions for mathematics and self-monitoring needs in an elementary, co-taught classroom. This strategic approach includes: (a) screening and diagnostic assessment, (b) delivering academic and behavioral strategies and interventions, and (c) monitoring progress to inform instructional decisions. A case example of a second-grade classroom during supplemental small group linear measurement instruction and self-monitoring integrated Tier 2 intervention is provided for context.