This study examines blending of classroom- and family-based supports within a Multi-Tiered System of Support (MTSS). The present study focuses on a sample of Head Start children who are both experiencing poverty and scoring below early language and literacy screening benchmarks. This study begins to explore which combination of resources are the most parsimonious, yet effective for improving language and literacy skills for such learners. We examine a model that first establishes Tier 1 and 2 supports in the classroom and then adds two aligned tiers of family engagement supports called Teaching Together. This study occurred in a large, metropolitan area in the southcentral region of the United States. It included 33 classrooms from three Head Start agencies (20 school sites). Pre-K classrooms were eligible to participate if: (a) instruction was predominantly in English, and (b) the teacher had not participated in PD projects offered by the university researchers in the past five years. These data suggest that Teaching Together holds promise as a school- and home-based intervention for increasing language skills amongst pre-K children at risk for later reading difficulties and eligible for Tier 2 services. Academic language is an essential skill for later reading and success in school. An aligned approach to explaining sophisticated vocabulary and engaging in extended, inferential conversation across the classroom and home could help close the vocabulary gap observed for DLLs and children from low-income backgrounds. Yet we found heterogeneity in response with greater vocabulary benefits mostly for children at the higher end of the distribution, suggesting future efforts should continue to examine for whom and under what conditions such academic language interventions are most beneficial.