A single-subject AB multiple-baseline design across participants was utilized to investigate the effectiveness of the Revised Tier Three Instructional Planning (T-TIP) tool on teacher lesson planning, with a focus on corrective and elaborative feedback within intensive literacy instructional settings in secondary schools. Findings revealed that the Revised T-TIP demonstrated promising social validity for teacher lesson planning in intensive settings, however, functional relation for the intervention was not markedly concluded from the visual analysis. The impact of the Revised T-TIP on the frequency and sustainability of evidence-based reading instruction and teaching behaviors are discussed along with recommendations for future research and practice in teacher education.