The "achievement gap" is a well-documented problem in schools. Evidence of an academic performance problem requires that educators respond quickly and differently to signs of academic failure. As the lessons of the achievement gap suggest that historical decisions about when to intervene with performance support are flawed, performance support interventions must be provided much sooner than they have been considered in the past. Recent educational innovations, such as differentiated instruction and universal design for learning, offer insights into proactively planning instruction that embraces academic diversity. Recognizing the need for both physical and cognitive access to learning provides a rationale for far-ranging searches of existing technologies that fundamentally alter the way specific tasks can be completed. Here, the author suggests that the only viable options for enhancing performance are to provide cognitive supports and appropriate technology tools. The use of technology tools and cognitive supports represent essential and underutilized interventions for enhancing the academic performance of struggling students. (Contains 4 figures and 7 resources.)