The practicum was designed to increase the usefulness of psychoeducational data provided by the school psychologist for educational decision making concerning handicapped students at the elementary level. The first goal was to provide staffing committee members with psychoeducational data in a more useful form than data provided through traditional assessment methods to help in the development of handicapped student academic objectives. The second goal involved providing teachers of students with handicaps with data that would be more useful for the development of instructional plans for the students. Curriculum based measurement materials were developed and used as part of a direct assessment evaluation with three students. Use of curriculum based measurement techniques and other direct assessment procedures were found to be more useful for development of individualized education program (IEP) academic objectives and instructional planning than typical psychoeducational data. Various questionnaires and forms used in the study are appended. (DB)