When the pandemic forced schools across the country to close their doors in March 2020, many district and school leaders worked quickly to plan for and address students' "unfinished learning." How would they support students who had been exposed to content, but had not yet had a chance to master it? Research supports two ways schools can give students the opportunities and supports they need to complete unfinished learning: targeted intensive tutoring and expanded learning time. The Education Trust and MDRC designed this series of briefs to help leaders make decisions on how to implement these strategies and where to invest resources, especially in ways that best support the country's most underserved students. They also highlight research-based interventions to build and maintain strong relationships: without strong relationships and connections between students and school staff, educators cannot catch students up. Finally, when evidence exists, they highlight the tradeoffs between effectiveness, affordability, and feasibility when implementing a strategy in different ways. This brief focuses on targeted intensive tutoring, often referred to as high-dosage tutoring, which consists of having the same tutor to work over an extended period of time (e.g., all year, every school day) on academic skills, such as math or reading. In the most effective versions, an individual tutor works with one or two students at a time, using a skill-building curriculum closely aligned with the math or reading curriculum used throughout the school and targeted to the student's academic needs. This brief discusses what is known about what works with targeted tutoring, the effectiveness of intensive tutoring, critical questions for leaders, and promising practices.