We examined the effects of a professional development (PD) system designed to support teachers' use of data-based instruction (DBI) to improve early writing outcomes for children with intensive needs. The PD system, called DBI-TLC, provided "tools" for early writing assessment and intervention, "learning modules" including face-to-face workshops followed by classroom application, and ongoing "coaching" to support DBI implementation. Special education teachers in 19 classrooms in two Midwestern districts were assigned randomly to receive DBI-TLC or to a business-as-usual control group. All teachers completed pre- and posttests of DBI knowledge and skills and self-efficacy, and DBI-TLC teachers' fidelity to DBI was assessed. Fifty-three students (two to three from each classroom) completed pre- and posttests of early writing using Curriculum-Based Measures (CBM) and the Test of Early Written Language-3 (TEWL-3; Hresko, Herron, Peak, & Hicks, 2012). DBI-TLC teachers outperformed controls at posttest on DBI knowledge and skills (Hedge's "g" = 2.88), and reported a more explicit writing instruction orientation compared to controls ("g" = 1.63). DBI fidelity varied (on average, 84% for assessment, 79% for intervention, and 52% for decision-making). Students whose teachers implemented DBI showed a pattern of stronger early writing performance compared to control students on CBM, with effect sizes of 0.23 to 0.40, but not on the TEWL-3 (0.02 to 0.13). We discuss the promise of DBI-TLC to improve teacher practice and student outcomes, as well as the need to continue to explore ways to support teachers' implementation of DBI with fidelity. [This is the online version of an article published in "Journal of Educational Psychology."]