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High gehools'and middle schools begin developing learning strategies within and ~oetwe~n depart- ments on how to reinforce the SAT skills across the curriculum, Major concentration in the following 1. Higher level thinking and complex analys~s. 2. Extensive reading and.writing inst~'uction in all content areas. 3. Integrate skills in comblnation with regular course content. 4. Attention given to the four verbal 'skills tested: recognizing antonyms, completing analogies, choosing best word for sentence completions, reading comprehension. 5. Early vocabulary emphasis on prefix, suffix, root word in helping with definition. (Etymology incorporated throughout vocabulary studies) 6. Evaluate the possibility of adding Latin to me curriculum. Develop a budget that supports curriculum plans. Such considerations would include: I. Additional positions in secondary schools to allow department chairs additional planning time (a small component of the lead teacher concept). 2. An additional central office staff position designed to develop, implement, and supervise curricu- lum revision. 3. The addition of one counselor at each high school. 4. Additional staffdevelopment money to begin training teachers to move into new frontiers of instructional presentation. 5. Additional em'ichment resources'for the classrooms such as computers, media materials, soft- ware, texts,journals, cultural programs, etc~ 6. Money for teachers' stipends for exlended employment as they become involved in the revi- sion of local school curriculum plans. 7. Money and space for a centralized/school site professional library. 8. Class size reduction, especially in upper level English classes to prevent teacher-grading over load where courses require extensive ~tudent writing. EVALUATIVE CRITERIA In order to evaluate the progress of students as the SAT/PSAT curriculum strategies are implemented, it is necessary to determine the expected increase in scores for each school and for the system. In comparing mean scores~ for the last three ~ears at the school level, considering the standard error~(plus or minus 30 points) and extrapolating that statisfc into 1989-90, we conservatively expect an increase of 10 points for both the Verbal and Mathematics at the school level. As'the number of students increase, it becomes more difficult to raise a mean score. For the system then, we are expecting at least a 5 point increase on the mean score. 'This represents one-fourth of a standard deviation. One may look at the actual points and question the modest proportional increase; however, we must caution ourselves that we are dealing with aggregate statistical data with a mean score. It will take many individ~lal students scoring better than ten points on each section to increase the average mean 10 points.