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

Abstract

Students with and at risk for emotional and behavioral disorders (EBD) struggle to acquire and develop writing skills. To support their students’ unique needs, it is important for teachers to monitor student writing progress to make instructional decisions based on data. In this article we describe methods for progress monitoring focused on writing skills. We describe a feasible system for continuous progress monitoring. We also address setting and monitoring goals for students with and at risk for EBD.