This document contains five papers describing the customization of the achievement testing program for Palm Beach County (Florida) Schools. They are as follows: "Customized Achievement Testing Programs" (S. Jean Jolly); "Using the Rasch Model to Develop Curriculum-Referenced Norms" (R. Robert Rentz); "Matching Standardized Achievement Test Items to Local Curriculum Objectives" (Ruth Bower); "An Exploratory Study of the Concept of Curriculum-Referenced Norms Using the Stanford Achievement Test, Sixth Edition" (Gary Gramenz); and "Supplementing Standardized Achievement Test Items for Testing of Local Objectives" (Bernard Jones). Inherent problems in standardized norm-referenced tests for curriculum evaluation are related to two sources of mismatch, content-not-taught and content-not-tested. A suggested solution is for the multiple use of standardized test items and the supplementation of selected standardized test items with items drawn from a locally-developed bank. Customization of the curriculum evaluation entails the derivation of a curriculum-referenced normative score and the linking of supplemental test items to selected standard items for criterion-referenced purposes. The computation of curriculum-referenced norms, comparison with a national sample on content known to be common, is facilitated if the Rasch Model has been the basis for test construction. Each reading and mathematics item on the Stanford Achievement Test, Seventh edition, to be administered in grades two through six, was examined for its match with local reading and mathematics objectives as a preliminary step in customizing an achievement testing program. (Author/PN)