TABLE OF CONTENTS
ACKNOWLEDGMENTS
EXECUTIVE SUMMARY
INTRODUCTION
Overview
Paper Organization
Methodology
PROMOTING AUTHENTIC TEACHING AND LEARNING
Use Standards as a Supporting Infrastructure for Authentic Teaching and Learning
Allow School-to-Work To Evolve into the Mainstream
BUILDING PEDAGOGICALLY STRONG EXPERIENCES OUTSIDE THE CLASSROOM
Emphasize Effective Communication: Shy Away from School-to-Work Jargon
Work with Receptive Constituencies and Situations
Use Professional Development Activities To Create Partnerships
Simulate the College and Adult Experience
Make Portfolios and Alternative Assessments More "User Friendly"
ADVANCING CAREER AND INTEREST EXPLORATION
Moving from "Elective" to "Effective" Courses
No Need To Differentiate Students
CONCLUSION
REFERENCES
APPENDIX 1 STATE-LEVEL PROTOCOL (FOR POLICYMAKERS)
Local-Level Protocol (School-to-Work Coordinators, Teachers, Counselors, AND SO ON)
APPENDIX 2 CONTACT LIST
APPENDIX 3 MINNESOTA: HIGH SCHOOL LEVEL REQUIREMENTS IN THE TEN HIGH STANDARDS LEARNING AREAS
APPENDIX 4 MARYLAND SKILLS FOR SUCCESS
APPENDIX 5 NEW YORK STATE LEARNING STANDARDS
APPENDIX 6 EXCERPTS FROM NEW HAMPSHIRE CURRICULUM FRAMEWORKS
APPENDIX 7 VERMONT FRAMEWORK OF STANDARDS AND LEARNING OPPORTUNITIES
APPENDIX 8 VERMONT GRADUATION CHALLENGE PRESENTATION REVIEW ASSESSMENT
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