Successful implementation of intervention strategies for students having difficulties with reading is highly dependent on teachers' knowledge. Curricula alone do not teach; skilled teachers know how to prioritize learning objectives. For students who are struggling, or who have reading disabilities, including dyslexia, it is vital that teachers know: (1) how to identify students who need help; (2) what help to provide them; and (3) how to access appropriate resources for supports within their school and district. Literacy professionals have a vital role in all aspects of tiered interventions. The process of developing knowledge and self-efficacy to deliver intensive interventions can take time, particularly for novice teachers. School leaders who are supportive of this process guide data meetings, provide teachers with professional development and planning time, and also protect time for intensive intervention. This report presents a view from special educators on intensifying literacy instruction in the context of tiered interventions.