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In a multiyear, multisite, randomized control trial, we examined the effects of comprehensive professional development designed to support teachers' data-based instruction (DBI) for students with intensive early writing needs. Teachers ( N = 154; primarily special educators or intervention specialists) were assigned randomly to a treatment group ( n = 76), in which they received tools, learning, and coaching to support their DBI implementation over 20 weeks, or to a control group ( n = 78). Students either received DBI in early writing ( n = 155) from treatment teachers or their usual writing instruction ( n = 154) from control teachers. Treatment teachers outperformed controls on measures of DBI knowledge and skills ( d = 1.57) and self-efficacy for writing instruction ( d = .94), and treatment students outperformed controls on proximal and distal writing outcomes ( d s = .14-.29). Student characteristics (grade, special education status, English learner status, and race/ethnicity) did not moderate intervention effects. We discuss findings in terms of the importance of supporting students with intensive learning needs, the efficacy and feasibility of implementing DBI-TLC, and implications for pre- and in-service teacher training and support., Competing Interests: Declaration of Conflicting InterestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.