I Wrote Well Today: Practical Progress-Monitoring Approaches for Teachers of Students With Emotional and Behavioral Disorders.

This article focuses on methods for progress monitoring writing skills in students with and at risk for emotional and behavioral disorders (EBD), emphasizing the importance of data-based decision making (DBDM) to tailor instruction. It outlines the use of curriculum-based measurement (CBM) tools—such as word dictation, picture-word prompts, and written expression—to assess writing fluency at different levels, and highlights the need to consider behavioral factors and self-regulation challenges unique to students with EBD when selecting tools, gathering baseline data, setting goals, and analyzing progress. The article presents a case example illustrating how teachers can implement progress monitoring, interpret data, and intensify interventions based on diagnostic information, while also recommending involving students in the process to enhance engagement. Resources and strategies are provided to support educators in effectively monitoring and improving writing outcomes for this population.