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