Assessment can be challenging for professionals in the early childhood setting, given the variety of ways that young children show what they know. Early childhood professionals who work with children with exceptionalities take into consideration individual needs when planning for assessments. Authentic assessment provides a more complete picture of what the children know and how they apply knowledge to relevant, meaningful tasks. However, when the early childhood professional is unable to observe in natural contexts for skills and must set up the environment and learning activity and/or must provide support to elicit specific skills, the assessment experience would be considered a structured experience. This article demonstrates the use of a planning form for curriculum-based assessment (CBA) to help plan effectively for assessment opportunities that are both unstructured and structured, as well as the use of Structured Teaching strategies within a structured assessment experience. Early childhood professionals who currently use CBAs in their classroom may find that a planning form will help them be more efficient and effective with assessment.