This article describes how to use data to align student performance to a phase of learning by using a skill-by-treatment interaction, and how that information can help select an appropriate intensification strategy. It describes the Fuchs et al. (2017) taxonomy of intervention intensity through a skill-by-treatment interaction (STI) for reading in which interventions are matched to student needs based on the learning hierarchy. Using STI to pinpoint how a student fits within the taxonomy of intervention intensification will likely unlock the answer to some of biggest challenges that school psychologists face. Two case studies are included to support the effects of using this framework to intensify interventions.