As school psychologists know, and as a recent survey confirms, school psychologists devote considerably more time to conducting mandated assessments for special education than to any other professional activity (Curtis, Castillo, & Gelley, 2012). A major part of this activity involves documenting assessment findings in the form of a written report. However, according to the author, there is good reason and strong evidence to question whether the typical psychoeducational evaluation report serves its intended purposes and is in keeping with best practice--or even with ethical standards. This is the first part of a three-part series that will address practical issues concerning the accessibility (or consumer-responsiveness) and value of assessment reports, as typically organized and written. The article examines report structure and organization. [To view "Psychoeducational Reports That Matter: A Consumer-Responsive Approach, Part 2," see EJ1193324; and "Psychoeducational Reports That Matter: A Consumer-Responsive Approach, Part 3," see EJ1193325.]