The Center for Leadership and Career Education

Final Report

Debra Roberts, Director
84.078C - TRI # 476
Grant Period 9/97 - 12/00

1. Executive Brief5
2. Conclusions5
3. Program Goals and Purposes7
4. Clientele9
5. Sponsorship and Collaboration9
6. Lessons Learned12
7. Project Staff and Activities13
8. Project Evaluation Activities25
9. Service Delivery Accomplishments26
10. Model-Building Accomplishments30
    

Demystifying Disability: A Workshop for the University Community, April 24, 1998

Minutes, 5/22/00

Minutes, 1/21/00

Minutes, 11/12/99

Agenda, 3/02/99

Minutes, 3/02/99

Agenda, 9/29/98

Minutes, 9/29/98

Minutes, 6/29/98

Minutes, 6/24/98

Agenda, 4/14/98

Minutes, 4/14/98

Agenda, 3/03/98

Minutes, 3/03/98

Minutes, 1/13/98

Minutes, 12/11/97

Reports and Evaluations

Dissemination Reaction Sheets (08/00)

Results of student survey of activities (02/00)

Focus Group Participant Survey (01/00)

End of Year Report (’97 – ’98)

The Career Map

New Counselor Announcement

Students with Disabilities and the Career Development Center Manual

Attachments: Dissemination Materials

Pathfinders I and II

1. Executive Brief

The main focus of the Center for Leadership & Career Education was to incorporate the finding of the SCANS report, the vision of school-to-work, and the experience of successful postsecondary model programs into a comprehensive model of career services for students with disabilities in postsecondary education. A main focus of the Center was to create a continuous and comprehensive network of services for a diverse group of students at all levels of postsecondary education. Partners in the Center included disability and career service providers and students from two community colleges, a four-year college, and a university: Middlesex Community College, Northern Essex Community College, Fitchburg State College, and the Lowell campus of the University of Massachusetts. These campuses cover a geographic and demographic community ranging from inner city to rural with the gamut of socioeconomic and cultural differences represented. By enhancing communication and collaboration, the Center established connections on each campus between career and disability service offices, internship and cooperative programs, and TRIO programs, between campuses through regular meetings of Center participants and by sponsoring a Leadership Conference for students with disabilities, and with the community by becoming active members of local school-to-work partnerships, utilizing established employer and on-campus recruiter contacts, and outreaching to community-based organizations and vocational rehabilitation agencies.

The Center reached out to students at the four institutions who in total serve over 700 students with disabilities. Each campus brought unique expertise and experience as well as diverse student needs. The Center for Leadership and Career Education created a seamless web of programming for its constituents, which used a common language and common tools to promote and enhance career potential for students with disabilities throughout the region.

2. Conclusions

The main program components of the Center for Leadership and Career Education included: 1) Training and technical assistance to campus service providers and employers in areas such as creating partnerships, disability law, reasonable accommodation, disclosure of disability, and assistive technology, 2) Promoting continuity of career development throughout a student's postsecondary experience and into the workplace, using a version of the Career Planbook and Portfolio (CPP) modified for use at each campus, 3) A strong emphasis on leadership and empowerment by involving students and staff with disabilities at all levels of program development and via the Leadership Conference for students and promoting inclusion of students

with disabilities in all aspects of campus life, and 4) Conducting field studies with students, employers and other stakeholders to determine the effectiveness of the CPP and other interventions to increase students' academic performance and retention and employment success.

A visit to each of the schools to investigate the difficulties they were having regarding assistive technology and computers revealed that each school had their own unique circumstances, which added to the problems they were having. First, the computers in most of the offices of Career Services were so old that even a modern word processor could not fit on the hard drive. With technology reaching unbelievable heights, from career opportunities on line to resume search engines, we felt it was important to not only provide assistive technology to the schools, but to provide either an upgrade or a new computer system for the career centers on each partner campus.

Another focus was the Career Planbook and Portfolio. Year 1 served as a transition year for the CPP while Years 2 and 3 supported the use of the CPP in each college. Willa Peterson, original co-author of the CPP, was hired to assist in that process. One of the major roadblocks for the schools to implement the CPP was that most already had a CPP-type of document on their individual campuses. Although the feedback from the school was positive in using the entire CPP as originally designed, the individual college teams had decided to adapt the CPP to fit the current documents in place. As a result, only some of the chapters of the CPP have been utilized, while Fitchburg State College is using it as originally designed and intended. This issue has been longstanding and work has been done with each college to "make" a CPP work for them, taking the original idea but creating a new one that met the needs of each school's students. Another roadblock regarding the CPP has been that community colleges only have 2-year programs, while UMass and Fitchburg have 4-5 year programs. This was not figured into the picture when the grant was originally written.

• The Project Director and her staff were responsive to our needs and provided assistance when needed. This was an integral part of redeveloping the relationship between the Office of Disability Services (ODS) and the Office of Career Services (OCS) after each staffing change.

• Based on the period that we have been actively involved in this grant, it would have been beneficial to have regularly scheduled meetings. In the course of these meetings, it would have been helpful to discuss past, present and future issues.

• More actively involved in startup activities, including team-building activities. This could have been repeated as staff changed.
  

Middlesex Community College:

• It would have been helpful had annual timelines and due dates for reports and special projects been disseminated at the start of each grant year to insure that ample planning and production time to complete the assignments could be scheduled.

• Feedback and responses to requests and reports would have been helpful, as it would have provided opportunities for improvement and refinement of grant related submissions.
  

Northern Essex Community College:

• We could always use more staff funding.

University of Massachusetts-Lowell:

• No changes; they were terrific.

C. Program Goals and Purposes

Summary of Project Goals as stated in the original proposal:

Goal 1

To create a systems link and seamless web between and within levels of educational institutions and workplaces through a Regional Center for Leadership and Career Education for students with disabilities to enhance program and student success at the postsecondary level, with employment options and in the workplace.

Goal 2

To increase awareness and readiness by increasing the level of students with disabilities successful participation in activities and programs that develop career awareness and focus, career related skills and career related experience leading to increased placement after graduation in professional positions.

Addressing Issues of the Changing Workplace – The Center will build a career-oriented model, which, through its products and activities, forges a self-empowering and interactive student/employment/workplace pathway. The Center will field test the Career Planbook and Portfolio as a model demonstration tool for skills and competencies, utilize assistive technology and accommodations as needed.

Goal 4

The Center will conduct dissemination, research and outreach of the regional model.

Goal 1: The Center focused on meeting individually with the colleges in order to ensure compliance with the grant. We offered to conduct training workshops for each school, including Job Hunting with a Disability workshops and the Leadership Training Program. One of the major accomplishments in this goal was the increased communication among the participants.

Our regional meetings set a forum for discussions around individual college programs, as well as shared initiatives that worked well on their campus. Additionally, the regional meetings included all of the team players from the different departments, including Counseling Services, Career Services, Disability Services, Learning Disability Services, and a variety of other professionals holding various administrative positions.

During frequent meetings with team members, they expressed some concern about trying to adapt the Career Planbook and Portfolio to the existing portfolio being developed or in use on their campuses. The community colleges in particular stated that when the portfolio was developed it had the four-year college student in mind. The staff working on this project felt it was too difficult to "edit" to fit their needs, but instead suggested that they use portions of the CPP to fit their existing programs.

Goal 2: The Center promoted students’ involvement in career related activities. A 15-hour Leadership Training Program was completed at each of the four colleges in the grant. After the students with disabilities graduated from these programs, many of them became involved with more campus activities and organizations. As a result of these programs, we have seen that students developed their own network, including accessing services through Career Services, Disability Services, and Counseling Services. These students also took on leadership roles on their campus. Students attended more workshops offered by the colleges. A part of the Leadership Training was to encourage these students to mentor others and become part of their school’s future Disability Services orientation program. Students became more aware of the importance of taking part in career workshops earlier in their academic career. Although difficult to measure, we felt that the more these students participated in leadership activities on their campus; it fostered self-esteem, independence, and self-determination. Each college encouraged their students with disabilities to seek out career and personal assistance early. We also saw an increase in the number of students attending career fairs and utilizing computer services.

One major component that needed work was the job search support groups on each campus. The Center offered to assist each school with this process, however, due to the limited contact that Disability Service providers have had with Career Services, it was difficult to track those that have graduated. Fitchburg State College held a pizza panel for students and alumni.

Goal 3: Through a variety of activities to address the student/employment/workplace pathway we saw a tremendous effort from our students in reaching out to the support staff on the college campuses. For example, we saw an increased number of students with disabilities using computer on-line services. However, many students who have visual impairments, cognitive disabilities, and learning disabilities did not access these computer services because of their limitations. The Center staff explored the issue of lack of assistive technology on the campuses and found that many of the partner offices did not even have adequate computer systems, not taking into consideration that assistive technology takes a lot of extra memory to run. Meeting with the career staff at each school opened many doors of communication about including students with disabilities in their existing programs and working with on-campus recruiters to hire people with disabilities. Students were also used in train-the-trainer models. As a result,

our students with disabilities were getting employed on campus to help with the assistive technology needs. A manual on using assistive technology in the workplace was distributed to the team in order to educate the community and the students of possible accommodations for a particular disability. Additionally, Jeannie Kincaid, a nationally renowned lawyer specializing in Disability Law was hired to conduct workshops at each of the colleges on the ADA, workplace accommodations, assistive technology, etc. Many off-campus recruiters, members of Chambers of Commerce, and internship supervisors were invited to attend these sessions. Each college also adopted portions of the Career Planbook and Portfolio. It was agreed upon by each school that the Disability Services staff refer at least 15 students to attend workshops that directly address the same areas in the CPP.

One major issue was the limited knowledge of assistive technology by Career Services staff. Training sessions were offered to each partner institution on the assistive devices to better train the students on using them in a career setting and the Director continued to offer support and training through Year 3.

Goal 4: Dissemination materials included Job Hunting with a Disability Curriculum, Assistive Technology Manual for Employment, and the Pathfinders Curriculum Guide I and II (a peer mentor support model for incoming freshmen and upperclassmen). Additionally, articles and publications were shared with each institution. The Center had an opportunity to present at Massachusetts Rehabilitation Conferences in the western and eastern parts of the state. This workshop included the Center students and staff.

4. Clientele

College students having all levels of disabilities were served. In order to effectively work with these students toward career-related goals, staff in other departments, such as Administration, Disability Services, Career Services, Internship Supervisors and Career Services, along with some from outside agencies had to be trained to work with people with specific disabilities, especially those with more severe disabilities.

E. Sponsorship and Collaboration

The Center for Leadership and Career Education began with Project Enable, OSERS Award #H078C40078-95, a postsecondary model demonstration project at Fitchburg State College sponsored by the U.S. Department of Education, Office of Special Education and Rehabilitative Services. It originated on 9/1/94 and ended 8/31/97. Project Enable’s stated primary purposes were to: 1) Provide programming, services and support addressing the unique academic, psychological and practical barriers to the college success of students with disabilities, 2) Increase the level of students with disabilities successful participation in activities and programs which develop career awareness and focus, career-related skills, and career-related experience leading to increased placement after graduation in professional positions, 3) Develop and offer programming on disability awareness and resources to the various communities surrounding students with disabilities including: parents, high school counselors and teachers, college faculty

and staff, students, and employers and 4) Document and promote Project Enable as a replicable model for other institutions and as a resource in the field.

Collaboration between Career Services and Disability Services was the most valuable outcome during the three years of the funding period. In the past, many of the staff in Career Services referred any students with disabilities to Disability Services. Disability Services seemed to be unaware of what programs Career Services had to offer. Cross training between the departments was encouraged to better serve students with disabilities. As an outcome of this grant, dual programming continues after funding ended last year.

Through a final evaluation survey, each participating institution described the current relationship between Career Services and Disability Services at their individual institutions, how that relationship has changed since the grant was implemented and discussed their use of the CPP Process.

Fitchburg State College:

There is a great deal of collaboration between the two departments. Due to high turnover in both departments, we need to continue cross training. The current OCS staff is not well versed in disability issues, however is willing to learn and is open to working with students with disabilities. These are issues that are currently being addressed collaboratively. The relationship between OCS and ODS has changed dramatically over the lifetime of the grant. This is partially due to the changeover in staff. The entire staff in OCS has changed three times since the beginning of the grant. Therefore, the relationship between the offices has changed numerous times. We have gone through the process of developing the relationships each time and are currently successfully developing this exchange of ideas, collaboration in creative programming and provision of excellent career services to all students, including students with disabilities.

Then: There was a great deal of cooperation between the departments in providing programming and outreach to students with disabilities. However, ODS was not aware of the many facets of career counseling. The grant provided a framework for growth in career awareness by ODS staff and additional incentive and assistance in rebuilding the relationship between the two departments after the staff turnovers.

Now: There is a relatively new staff in OCS and ODS has had a difficult year due to limited staffing due to maternity leave. Therefore, there has been little growth in cross training. However, the current OCS staff have taken an active role in working with students with disabilities and the ODS. We are expecting the cooperative relationship to grow and have planned activities to increase knowledge regarding disability issues in the workplace, as well as in service training for ODS staff regarding the current functions of OCS.

Middlesex Community College:

The current relationship can be characterized as positive and productive. Through the opportunities provided to Middlesex as a partner in the Center for Leadership and Career Education grant, staff from ODS and OCS (which includes the Job Center and Counseling) have worked collaboratively to provide enhanced and accessible career and job placement services to students with disabilities. This has been achieved through: 1) Establishing communication links

between Disability Support Services and Career Services, 2) Identifying employment obstacles/difficulties for students with a disability, 3) Identifying career service needs for students with disabilities, 4) Identifying the population to be served and methods for referral and service delivery and 5) Exploring methods and approaches to meeting the career planning and employment needs of students with disabilities.

Then: Great collaborative relationships existed with consistent and efficient mechanisms. While the climate and culture has always been cooperative, collegial and positive, prior to the initiation of this grant there did not exist the level of ongoing collaboration and coordination that currently exists relative to individual students, career planning and college-wide services.

Now: Middlesex Community College’s participation with the grant has allowed the college to allocate resources and assign staff to projects intended to promote intra-campus communication and collaboration. In addition, grant funds have allowed the college to expand and improve the availability of assistive technology for students with disabilities. Collaborative projects have included training activities as well as service delivery. For example, the staff has had the opportunity to develop and deliver a program, which is the direct product of the expanded services we are offering through our participation with Fitchburg State College. In April 1999 and 2000, Susan Woods, Career Development Specialist with MCC’s Disability Support Services, and Jean Valentine, Counselor for MCC’s Job Center, presented workshops at the Lowell and Bedford campuses. The workshops entitled, "Preparing for the MCC Job Fair: How to effectively sell yourself," were a resounding success. The workshops were designed to provide all students with the information they need to prepare for a job search, attend a job fair and to effectively present their qualifications in a job interview. Additional specialized assistance for students with disabilities was included in the workshop. Students with disabilities were also afforded the opportunity to access post-workshop one-to-one assistance. The focus of the workshop activities was on résumé preparation and refinement, developing a job search portfolio, interview dos and don’ts, how to talk with Job Fair recruiters and how to dress for success. Twenty-three students attended the April 1999 workshops and 18 attended the April 2000 workshops. Several students with disabilities took advantage of the opportunity to make appointments for individual assistance with their job search following the workshops.

Ongoing feedback regarding Career/Job Placement planning curriculum and activities is provided to Disability Support Service/Transition Program staff through dialogue with area employers, members of the Business Advisory Committee, Internship supervisors and other Job Development personnel.

Northern Essex Community College:

Career Development and Disability Services (Learning Accommodations) have a close collaborative relationship. Students may enter the career process from either office and enjoy a referral service vehicle that works efficiently and appropriately. This association was previously well established but the grant monies allowed expansion of services and funding of specialized personnel who served as counselors and liaisons.

Then: Great collaborative relationships existed with consistent and efficient mechanisms.

Now: This program was allowed to expand and affect a continuum of service.

When Job Developers and other staff make site visits, pertinent pieces are brought to bear. Students and employers learn appropriate strategies to use with job descriptions, directions, and other processes in addition to approaches needed to be utilized by students to complete tasks.

University of Massachusetts-Lowell:

The current relationship is cordial, friendly, collaborative and cooperative. It has changed and improved in the following ways: 1) Increased mutual understanding of the services, content, issues, resources, procedures of both Office of Career Services (OCS) and Office of Disability Services (ODS), 2) Greater frequency and likelihood of cross-referrals, resource sharing, resource requesting.

Then: While there was always a good relationship and openness to cooperation, there was not an active collaborative working relationship due to departmental priorities, time and staffing constraints.

Now: The relationship is strengthened although time is still an issue. There has been cross training and a working link has been created between offices. There is increased understanding and referrals and improved interface.

6. Lessons Learned

• The importance of consulting with the students regarding what changes should be made and what needs they feel should be addressed to get the students more actively involved in career development issues.
• Involvement of the actual participants in grant writing and goal setting would have enhanced the effectiveness of the grant.

• Team building activities—retreats, conferences, in-services, etc.

• The importance of recognizing the "college culture and climate" when introducing new career and job placement initiatives
• The value and importance of ongoing communication and coordination among disability and career professionals, as well as faculty and staff at the college, when assisting students with disabilities
• The need for ongoing efforts to heighten the awareness of all college personnel to develop and maintain a welcoming environment for students with disabilities
• The value of "brainstorming" and "thinking outside the box" when planning services and developing strategies to help students with disabilities be successful in the work world
• The need for continued outreach and coordination to human service agencies and state vocational rehabilitation professionals when assessing student needs and assisting them with their career and job search
• The ongoing need for aggressive "marketing" of individuals with disabilities to prospective employers

Northern Essex Community College:

• We developed specific strategies for recruiting and working with a variety of students and client populations (consistent PR: ads, flyers, brochures, letters, personal invitations, personal phone calls, time management tutoring for students, and consistent and thorough follow-up).

• Establish collaboration earlier in the process to increase participants’ investment
• Create office space for grant coordinator in proximity to OCS/ODS
• Modify marketing and outreach strategies

7. Project Staff and Activities

Fitchburg State College Project staff:

Deborah Roberts, Director 50% time

Deborah Cascio, Administrative Assistant 85%

Dr. Shirley Wagner, Assoc. Vice President, Academic Affairs, FSC 5%

Middlesex Community College Project staff:

Kathy Monagle, Disability Services

Donna Kearns, Disability Services

Lynne Ferreira, Disability Services

Jean Valentine, Career Services

Northern Essex Community College Project staff:

Roxanne R. Cirelli, Director Learning Accommodations Center

Rose Dittmer, Assistant Dean, Career Development Center

Deborah Regan, Career Counselor/Disability Specialist

UMass-Lowell Project Staff:

Chandrika Sharma, Disability Services

Elizabeth Donaghey, Disability Services

Patricia Yates, Career Services

The project management was administered through Fitchburg State College. The project director reported directly to the Executive Associate to the President/Associate Vice President of Academic Affairs. Program records were maintained in office space at Fitchburg State College occupied by the project director. All staff reported to and was supervised by the project director. The training staff managed record keeping for training programs. Each participating institution identified staff to coordinate and organize programs on their individual campuses. The project director managed the budget, student database, and records. All program staff was responsible for training and technical assistance. Publication of program materials, training manuals and curriculum was under the supervision of the project director. The project subcontracted to each of the three additional institutions: University of Massachusetts-Lowell, Middlesex and Northern Essex Community Colleges. In addition to providing a student staff person on each campus as

an in-kind contribution, the institutions utilized their $10,250 per year stipends to facilitate the internal link between ODS/OCS, assisted with the field test of the CPP, and worked with the regional initiatives and dissemination.

Local:

Ashland High School Framingham High School Northern Essex Com. College

Avon Public Schools Fuller Middle School Oakmont Regional HS

B.F. Brown Middle School Gardner High School South Shore Technical HS

Bristol Community College Groton-Dunstable Regional HS Quaboag Middle/HS

Brockton High School Lunenburg High School Vinal Elementary School

Chelmsford High School McKay Campus School Weymouth Jr. High School

Fitchburg High School Milton High School Winchester High School

Fitchburg State College Nashoba Regional HS Worcester State College

Fitchburg Upward Bound North East Metro Tech HS

State:

Teacher Diversity & Leadership Conference Lunenburg Parent Advisory Council

Mass. Advocacy Center Mass. Guidance Assoc. Conference

Mass. Parent Advisory Council Mass. Rehabilitation Commission

Recording for the Blind and Dyslexic Disability Law Center

N. Middlesex Special Ed. Parent Advisory Council Demystifying Disability, UMass-Lowell

National:

AHEAD: Disability issues in the New Millennium, Atlanta, GA

AHEAD: Universal Designs in Higher Education, Kansas City, MO

6^th Annual National Diversity Conf., Leadership Alliance for Excellence in Ed. San Diego, CA

8^th Annual Women's Studies Conference, Southern Connecticut State University, CT

Higher Educ. & Students with Disabilities: New Realities in Post Secondary Educ., New Orleans

MWACE Conference, Cincinnati, OH

NTA: Project Directors' Meeting, Washington, D.C.

East Bay Educational Collaborative, Portsmouth, RI

Purpose of the CPP

The Career Planbook and Portfolio is designed to enhance the employability of students with disabilities. Although the CPP was originally designed to target students with disabilities, it is applicable to all students and is, in fact, currently being utilized by students regardless of disability status. The basic philosophy of the grant project is that although it is true that students with disabilities are forced to deal with entrenched societal and specifically employer negative attitudes and perceptions, there is much they can do to improve their employability. Often

students with disabilities are lacking in acquisition of career-related extracurricular and leadership experiences, have low self-esteem, little awareness of their skills and strengths, and undeveloped ability to articulate their value to prospective employers. The CPP was developed as one strategy for tackling these issues. Of course, these very same problems are common to many students, regardless of whether they have an identified disability.

The underpinnings of the CPP also were derived from a variety of other trends which we have observed in recent years: 1) the effective and growing use of portfolios by teacher candidates 2) the trend toward using portfolios in the public schools as an assessment strategy and 3) the development of the School-to-Work movement in the public schools which stresses experiential adjuncts to the classroom setting and the relationship between the educational curriculum and career knowledge and planning. In some ways, in fact, our CPP can be seen as an extension of the School-to-Work model to the post-secondary setting.

When we decided to utilize a portfolio system with students as part of our grant project, our first impulse was to find an existing product which we could use or adapt to our needs. But while there are a variety of "career portfolio" projects available, almost all of which have been developed for use with a younger population, in our review of them we were dissatisfied with the approaches we found most of them take. They tended to fall into two categories. Many were not focused on acquiring skills and experiences or developing an employment portfolio. Others were more geared towards developing an employment portfolio but were very loosely organized and provided no structured ongoing process to assist in this development and did not heighten awareness of skill acquisition. Ultimately, we were forced to develop our own product in order to meet our goals.

Components of the CPP

The eight sections of the CPP are grouped thematically into the six basic components. Each component reflects an awareness of issues relevant to the job seeker with a disability student.

1. Guide to Career Planning Activities – The early sections of the CPP introduce in an organized fashion offices, programs and services throughout the college which can assist in major selection and career planning. Section Three is devoted to a functional profile for individuals with disabilities and a plan for accommodation strategies, which may be needed.

2. Coursework Planning – The CPP reviews strategies and considerations in planning class selections and provides space to detail projected class selections for future semesters.

3. Skills Organization – The concept of essential skills is introduced in the context of our changing job market. The eight fundamental skill sets on which the CPP is organized are introduced with a variety of examples provided for each.

4. "Experience" Records and Analysis – The heart of the CPP is the "Building Experience" section which is itself divided into five sections: Classes, Work, School Activities, Volunteer/Community Activities, and Internships. The bulk of these sections consist of charts for recording information on these experiences. These charts especially focus attention on listing

major activities and accomplishments by skill area. Experience records include a space to record accommodations needed.

5. Job Seeking Skills Activities – The CPP offers information on résumé writing, interviewing skills and placement activities. Resource information on the ADA and employment law as well as advice regarding disclosure of disability is included in these sections.

6. The Skills Portfolio – Finally, the second half of the CPP is made up of the actual portfolio where students accumulate evidence of their skill acquisition. The portfolio is organized by the eight skill sets with a "Skills Checklist" leading off each section. Sections for résumé, transcripts, and references are also included. All of these sections are color-coded and separated by oversized index tabs and include numerous plastic sleeves for materials storage.

The CPP Process

The essential process of portfolio development that the CPP offers can be summarized this way: Students track relevant information on their career-related experiences from all avenues of their life, including their college classes. This "log" especially focuses on tangible, concrete activities and achievements. (This focus is particularly notable in recording details on college classes, where the content knowledge of the curriculum is de-emphasized and students are asked to think more broadly in terms of activities that demonstrate their specific skill acquisition.) Next, these activities/accomplishments are categorized by our eight skill sets, and then transferred to the appropriate skill chart in the portfolio section. Finally, students list evidence, which could demonstrate this activity or accomplishment, and actually collect this evidence for inclusion in their skills portfolio.

The Eight Skill Sets

The skill sets as the organizing framework for our skills portfolio were derived from a variety of sources. Major among these was the SCANS report developed by the Department of Labor, which forms the foundation of the School-to-Work Initiative in the public schools. We also reviewed numerous employer studies articulating skill areas which employers report as critical. We took into account our own years of experience in working with employers and also factored in the ultimate goal of being able to provide concrete evidence of the selected skills in the portfolio. Our skills organization is designed to be flexible. The eighth skill set is a "design your own skill" which for many students might focus on a skill area specific to a particular occupational choice. The skills portfolio itself can be easily modified and the skill sets changed. For example, the dividers are numbered rather than labeled, and the title pages for each skill area are in plastic inserts and can be replaced. We realize that as students and graduates move into a particular career field, they may well want to organize their portfolio by skill sets which are specific for this field, or at least use a specialized vocabulary to describe what are essentially the same skill sets. But the skill sets we have selected, besides offering students an initial way to organize their portfolio, are conceived as fundamental and essential skills for virtually every college graduate.

Utilization of the CPP

We have worked with the CPP in a variety of ways since its development. We have run six series of two- or three-part workshops with students, some especially for students with disabilities and some open to all students, with individual follow-ups after the workshops. These workshops have been particularly well attended and student response to the CPP has been extremely enthusiastic.

Summary: Innovative Aspects of the CPP

The CPP incorporates a variety of innovative features that make it a fairly unique product. While our particular CPP would not meet the needs of every career office (the Planbook section is especially targeted to our particular population), other authors could quickly develop similar products by utilizing our basic process and focusing on the same features.

• The CPP incorporates both a Career Plan book and a portfolio system within the same product.
• The CPP utilizes a system for portfolio development, which breaks down the creation of an employment portfolio into a series of ongoing steps.
• The portfolio system is skills-based which makes it relevant to students in all majors and responsive to a rapidly changing labor market in which the ability to repackage skills for multiple purposes is critical.
• The CPP integrates academic and co-curricular experiences and bridges the schism, which can often exist between these two areas. In light of the current trend in Student Affairs to find ways to explicitly support the central learning mission of the college experiences, this can be particularly useful.
• Finally, the CPP also bridges the career office and the disability office, offering a product that can encourage both staff of the disability office and students who use it to take a more active role in the career planning process.
  

The Leadership & Peer Educator Training - College: During this phase of the project, a team of facilitators conducted leadership training programs to each of the following schools: Fitchburg State College, Middlesex Community College, Northern Essex Community College, and University of Massachusetts – Lowell. As a result of this training, sixty students received a certificate of completion to be included in their Career Planbook and Portfolio.

This training program for undergraduates with disabilities is a unique experiential training designed to help students with disabilities discover or improve their leadership ability. Successful graduates of the program can join a statewide speakers bureau to promote self-advocacy, disability rights, and awareness for the effective transition of students with disabilities from high school to adult life. The train-the-trainer model empowers students to be more active on campus, in the community and in their own career development. The speaker and peer mentor network that develops from this training is an effective tool for outreach and education of high school students and their families in the aspects of transition according to the IDEA. Speakers are available to present at schools (to both students and teachers), parent and community groups, and colleges and universities. According to IDEA, the speaker and peer

mentor network has proven to be an effective tool for outreach and education of high school students, parents and educators in all aspects of transition planning.

The key components of the Leadership and Peer Educator Training Program are:

1. Ice Breakers and Group Building Exercises - The Gettysburg Maze is a participatory exercise designed by Fred Harburg, Gettysburg College and adapted by Betty Aune, University of Minnesota. The goal of the exercise is to give small groups an opportunity to experience and reflect on the challenges and opportunities associated with change. Participants appreciate how they can influence a group to embrace, adapt and thrive in conditions of uncertainty and continuous change. Besides all that, it is fun!
2. Eating Together - Always a community builder and incentive for any group.
3. Personal Sharing - Students are encouraged to share their personal success and challenges when advocating for change in their lives.
4. Viewing "When Billy Broke His Head - and Other Tales of Wonder" - This powerful video highlights the challenges faced by people with severe disabilities in their process of self-advocacy with a bureaucratic system fraught with attitudinal and tangible obstacles.
5. Overview of Laws - A lecture and discussion on IDEA, section 504, and the ADA.
6. Public Speaking, Role Play, and Overview - In an informative and humorous role-play, the highlights of good public speaking are reviewed.
7. Homework - Students are asked to prepare a brief presentation on a topic relating to the transition from high school to college or work.
8. Student Presentations - Each leader makes a presentation to the group and receives feedback from the group.

The Leadership & Peer Educator Training - Middle/High School: This training program offered an exciting approach to teaching and learning leadership and self-determination skills. It is divided into 12 curriculum units that are designed to introduce middle and high school students to a broad spectrum of leadership and self-determination skills. The guide is interactive and contains a collection of learning activities and materials that pertain to leadership. Ultimately, this curriculum assists all students to plan and prepare for their adult life.

Exercising leadership means using a combination of skills such as visioning, goal-setting, decision-making, communicating, negotiating, planning, problem solving, networking and collaborating. Taken together or individually, these skills can assist students to become more

self-determined and, in turn, empower them to take more control of and responsibility for their lives. The skills taught in this curriculum serve as the bridge to improve school-to-adult life transitions that are vital to all students.

Rather than take a wait-and-see approach, educators can use this curriculum to be proactive and teach students how to plan for their future now. Through interactive group experiences and self-reflection, students will learn to "think globally and act locally." They will learn to make important decisions and choices about different life areas that include post-secondary education, career development and employment, and social and personal issues. More importantly, it will provide students with a unique opportunity to connect classroom learning to real world experiences.

In 1998, we field-tested our ideas and activities with two groups of students at one middle school and one high school. These interactions with students along with interviews with school staff taught us the importance of teaching self-determination skills to all youth. We used a variety of instructional approaches to teach leadership and self-determination skills. In addition, students were provided opportunities to practice and apply these skills in and out of school. More importantly, the success of this program comes from the active and applied nature of the material in the curriculum, which fosters student input. Another important element of the program is the role of family, friends and the community. Several activities are used within the program that can help the facilitator involve family members, friends, and community members to promote opportunities for students to become more self-determined.

The Institute for Community Inclusion created student support teams in each of the districts that consisted of school personnel, family members, students and Institute staff. The purpose of the student support team was to exchange ideas and look for ways to increase resources to better support student visions as they transition from secondary school to adult life. All five teams received technical support in planning and implementing activities to improve outcomes for students with disabilities. The teams have also co-sponsored a variety of workshops and trainings on issues of transition and post-secondary options. Each district had a student support team housed at a middle or high school.

During the CLCE staff meetings, we had the privilege of hosting staff from the Institute for Community Inclusion to introduce several models including one-stop career centers and self-empowerment strategies for the career search. Our staff at CLCE implemented many of the concepts introduced into their existing career service curriculum to better serve students with disabilities.

• The Director of Learning at EdgeHill awarded the students and staff the financial means needed to participate in Project Adventure. Additionally, each student had an opportunity to discuss the visit, while stating his or her individual needs and accommodations to participate.
• Professor Morgan of Fitchburg State College worked with over 50 students from Skelsmerdale College and EdgeHill University to set up a "human museum" which included people with and without disabilities working together to set up the structures. During the British students’ visit to Fitchburg State (17 staff and students), both groups of students set up the same art pieces for display on the college campus.
• Since Fitchburg State College’s visit to England, three students who participated in this project have indicated an interest in studying abroad. Fitchburg State’s International Education Office is working to set up an articulation agreement with EdgeHill.
• A variety of events were held during Edge Hill's visit to campus. For example, an English Tea Time, The Human Museum, a Leadership Dinner, guest speaker Mary Vreeland from Children of a Lesser God, a trip to New York City, Volunteer Day in the Fitchburg community assigned by their majors, and classroom discussions about the differences between ADA and British laws for people with disabilities.
• Fitchburg State College hosted an information session to the Statewide Speakers Bureau and the faculty, staff, and students from EdgeHill College comparing the Americans with Disabilities Act to the British laws regarding accessibility.

Leadership & Diversity Conference 2000: The mission of this conference was to explore leadership abilities in an ever-changing global society with all youth in Massachusetts. This conference explored physical, social, psychological, and spiritual aspects of leadership. Through physical exercises, confidence in individual abilities and achievements was built through teamwork. This interaction helped build social leadership with others towards a common goal. Psychological leadership was also dealt with as participants learned to react to both negative and positive feelings. On a more personal level, a spiritual journey was encountered as one

discovered personal meaning through inner searching. As a whole, this conference enhanced leadership abilities in all attendees. The target population included participants from Middlesex Community College, Northern Essex Community College, University of Massachusetts-Lowell, Fitchburg State College, and members of the Statewide Speakers Bureau, ACCESS (TRIO), and City Year in Boston, Expanding Horizons (TRIO), Future Teachers Club, and Institute for Community Inclusion, Leadership and Peer Education graduates, and Upward Bound. This diverse mix of students across Massachusetts promoted the kind of multicultural environment we hoped to achieve.

Mini-Grants were offered to the peer-mentoring program implemented in high schools in Massachusetts. Students at the post-secondary and secondary level will develop a deeper relationship by sharing a common goal to better serve people with disabilities in their school district.

Additionally, the mini-grants help to promote:

• Increased student participation in transition planning and school/community activities
• Increased collaboration between secondary students, parents, teachers, and guidance counselors
• Relationships between the mentor and mentee, which would increase awareness of school-to-work initiatives
• Students’ technical writing skills

Each student, together with college leaders, evaluated possible disability needs of their schools and was given an opportunity to apply for a grant of up to $1,000 towards what they felt their school needed for people with disabilities. There were eight grant teams, which included a grant administrator, a student with one or two college leaders, and parents/special educators assisting in the process. Mini-grant applications included assistive technology; visiting area colleges’ disability services offices, and hardware for building an accessible ramp. Approximately $8,000 was granted to area high schools.

Dissemination Products and Activities (See Attachments)

Over 81 people requested the following dissemination materials:

Career Planbook & Portfolio (CPP): Serves to guide students with and without disabilities through the college experience, emphasizing the importance of co-curricular activities in job readiness, and collecting evidence to support them in their job search. (64 requests)

"Full Circle" publication: Provided job accommodation information, disability law cases, personal stories, suggestions on etiquette, literature and movie reviews, games, quotes, and assistive technology information. Additionally, most of the articles written include national contact information. (Distributed over 1,550 copies)

Job Hunting with a Disability (JHWD): A manual/workshop designed to better prepare students for the job market. Workshop topics include The Americans with Disability Act, issues of disclosure, job accommodations, job search, and interview skills. (56 requests)

Leadership and Peer Educator Training Manual – College (LPET): Created to empower students with disabilities at both the secondary and post-secondary levels to be more active on campus, in the community, and in their own career development. Program graduates can join a Statewide Speakers Bureau to promote self-advocacy, disability rights and awareness for the effective transition of students with disabilities from high school to adult life. (76 requests and 20 requests for one school)

Leadership and Peer Educator Training Manual – Middle/High School (LPET): Uses an inclusive approach for educators to teach "leadership skills" to middle and high school students with and without disabilities. It provides students with opportunities to practice and apply life-long relevant skills to adult life. The curriculum ensures greater success because the active and applied nature of the material also fosters ownership of the program by students who participate. Another important element in learning leadership and self-determination skills for students is the role of family, friends, and the community. As a result, several activities are included within the curriculum that can help the facilitator involve family members, friends and community members to promote opportunities for students to become more self-determined. (25 requests)

Pathfinders I and II: A Mentoring Curriculum for College Students with Disabilities: A curriculum designed to address transitional issues facing students with disabilities during their freshman year in college. This 10-week program focuses on issues that include making decisions, personality styles, communication/interpersonal skills, self-advocacy/assertiveness skills, stress/relaxation, anger, self-esteem, and building support networks. (69 requests)

• Training curriculum supplies distributed to 6 colleges duplicating the program
• Website with complete grant information and materials (www.fsc.edu/leadership/index.html)
• Grant Informational Packets distributed with all dissemination requests
• Statewide Speaker’s Bureau brochure
• Monthly Newsletter including Speaker’s Bureau information
• ICI Community Outreach Brochure
• Leadership Magnets with the Center's contact information
• Leadership Highlighters with the Center's contact information
• 3-M Sticky notepads with the Center's contact information

Each college commented about what specific career-related services have been offered to students with disabilities since the grant was implemented.

Fitchburg State College:

• An Open Forum was held at Fitchburg State College to discuss the implications for the new Massachusetts Teacher Tests for students with disabilities. Participants met with Joy Simon from the Department of Education to review the process for registering for alternative testing based on a disability. We also had an opportunity to share our students’ experiences around this process. It was a well-attended event with representatives from many Massachusetts colleges and universities.
• Jeannie Kincaid, a nationally renowned lawyer, was at Fitchburg State College to conduct workshops, including a morning breakfast with our local Chamber of Commerce, internship supervisors on campus, and our on-campus recruiters. A luncheon provided an opportunity to meet with members of the campus community, and a dinner included students involved with leadership activities on and off campus.
• The Leadership and Peer Education Training Project (LPETP) was presented at UMass-Lowell, Northern Essex Community College, Middlesex Community College, and Fitchburg State College to introduce topics such as the disability laws, self-advocacy, self-determination, public speaking and social, political issues pertaining to people with disabilities. To further develop the relationships from those students who graduated, they were involved with CLCE’s events including the Leadership Breakfast Club meetings, mentoring programs, The Leadership and Diversity Conference, and the mini-grant program.
• Workshops: Job search, Résumé writing, Applying for graduate school, Interview techniques, Job Hunting with a Disability, Alumni Pizza Panel (alumni with disabilities). All OCS events/programs/activities were marketed directly to students with disabilities through additional mailings, postings in the Adaptive Computer Lab and staff reminders.
• Career Fairs: On campus, Colleges of the Worcester Consortium.
• Services: Assistive Technology in Career Services, Training regarding Assistive Technology for Career Services staff, Individualized career counseling, Assistance with accommodations for internships/student teaching/practica, Résumé writing in the Pathfinders Mentor Group, Pathfinders Mentor Group, Senior Seminar.
• Additional Career-Related Services: 1) Career-related resources for students with disabilities were developed; 2) Computer Software was purchased; 3) Texts were available in alternative format; 4) A Career Counselor was assigned to students with disabilities; 5) Links between Disability Services and Career Services were developed; 6) Businesses and corporations with a known history of sensitivity to people with disabilities were invited to the Career Fair; 7) Students were encouraged to take advantage of volunteer experiences to enhance career exploration; 8) Disability Services and Career Services collaboratively designed the CPP; 9) Career development classes for freshmen were initiated.

Middlesex Community College:

• Joint coordination and collaboration of services for students with disabilities among Disability Support Services, The Job Center and Counseling Services. Over the three-year grant period, career/job placement/support services provided directly to over 40 students with disabilities.
• Joint coordination with Children’s Hospital Center for Community Inclusion and Middlesex Community College in promoting access to Statewide One Stop Career Centers. Thirty-five students with disabilities received orientation at The Career Place, a One-Stop Career Center in Woburn, MA.
• Planned and helped to coordinate two Job Fairs for individuals with disabilities sponsored by the JDNG. Fairs were held at the John Hancock Conference Center and at Harvard University. Both fairs involved over 30 Boston area companies and were attended by 12 students with disabilities.
• Participated in yearlong dialogue with Massachusetts Rehabilitation Commission counselors in five area offices to insure appropriate referral and follow-up services for students with disabilities.
• Co-presented (with The Job Center staff) Leadership series workshop for MCC students on the Bedford and Lowell campuses entitled "Get That Job – How to Market Yourself for Your Job Search." Forty-one students with and without disabilities attended workshops. Follow-up/enhanced services were provided to two students with disabilities that requested special assistance.
  

• Career Counseling
• Job Placement Services
• Cooperative Education and Adult Cooperative Education
• Community Service Co-op and Pre-Co-op
• Career Services for students with disabilities
• Work-Study opportunities
• One Stop Job Seekers Workshop
• Selected workshops, referrals, and other resources/services
  

• OCS website has been redesigned to highlight specific information for students with disabilities
• "Job Hunting with a Disability" workshop has been offered in conjunction with OCS, ODS and Counseling Center.
• ODS interview process has been revised to include encouraging students with disabilities to utilize OCS resources early in their academic careers.
• Career alumni network has attempted to recruit alumni specifically interested in mentoring and/or providing career information to students with disabilities.
• There has been an increase in referrals for OCS.
• The Center for Career Education Peer Leadership Training Workshop has been offered
• Assistive technology and equipment have been installed in OCS.
• Internships/co-ops continue to be available to students with disabilities upon request (as they are to all students).

8. Project Evaluation Activities

Formative evaluation and ongoing program monitoring was a cornerstone for the Center for Leadership and Career Education. The very nature of the project as a collaborative endeavor between four college campuses, each with a different target population and different mission for services, made evaluation and monitoring of services difficult. Therefore the director immediately took advantage of the technical support available through the National Transition Alliance to establish a baseline for services, data collection, and evaluation procedures. The Evaluation Status Report generated by this team is attached in Appendix 3.

Alan Bernstein, Ph.D. was designated the Project Evaluator for the Leadership and Career Education Grant. His main goal was to assess the project implementation status at each of the participating schools. Dr. Bernstein implemented a program of collecting data on project-supported activities at each school. A format was developed for an activity log, which key players at the school used to collect data documenting the identified project activities. (see Appendix 3 for copies of all data collections forms utilized through out the project). The forms were tallied annually to determine the level of cooperation between the various participating campus offices of Disability Services and Career Centers, the number of student activities offered, utilization of the Career Planbook and Portfolio, etc. (see reports in Appendix 3). These activity checklists became the basis for program monitoring and formative evaluation activities. The project attempted to be responsive to information gathered through these forms, making changes and providing enhanced training as needed.

Additionally, focus groups were conducted at each participating school. The information gathered emphasized student satisfaction, student utilization, degree of career awareness, and the impact of the Career Planbook and Portfolio.

Willa Peterson, certified Career Counselor, met individually with each institution to help modify the Career Planbook and Portfolio and to develop workshops or classes in which to present the CPP to students. During the initial year of the project, Ms. Peterson consulted with the schools as they familiarized themselves with the CPP while developing a working relationship between Career Services and Disability Services. During year two, Ms. Peterson assisted with the implementation of their CPPs, which were individually tailored according to each school’s needs. A copy of the Consultation Report generated during the second grant year is available in Appendix 3.

1. Service Delivery Accomplishments

Each school identified the major accomplishments of the Center for Leadership and Career Education Grant on their campus.

Fitchburg State College:

• The grant has institutionalized the need for collaboration between ODS and OCS. The provision of programming specifically to students with disabilities, the inclusion of students with disabilities in existing programming, the awareness of specialized needs of students with disabilities and the inclusion of these needs in the career counseling process have all resulted from the grant. Since the need has become recognized and the responsibility of both offices to address the need has been institutionalized, students with disabilities will continue to have their career needs met long after the grant ends.
• In our short tenure at Fitchburg State College, we believe the major accomplishment of The Center for Leadership and Career Education was to act as a liaison between OCS and ODS.
• The CPP was continuously used, mostly through Expanding Horizons. ODS has a stronger understanding of career issues.

Middlesex Community College:

• Joint coordination and collaboration of services for students with disabilities between Disability Support Services, The Job Center, and Counseling Services. Over the three-year grant period, career/job placement/support services provided directly to over 40 students with disabilities. (ongoing)
• Joint coordination with Children’s Hospital Center for Community Inclusion and Middlesex Community College in promoting access to Statewide One Stop Career Centers. (ongoing)
• Participate as a member in Job Developers Networking Group (JDNG); a consortium of human service job development and job placement specialists in Greater Boston. (ongoing/monthly meetings)
• Planned and helped to coordinate two Job Fairs for individuals with disabilities sponsored by the JDNG. Fairs were held at the John Hancock Conference Center in November 1999 and at Harvard University in May 2000. Both fairs involved over 30 Boston area companies and were attended by students and graduates with disabilities. (ongoing)
• Served as Middlesex Community College representative on the Business Advisory Committee for CMARC Industries in Woburn, a vocational human service agency-servicing individuals with disabilities. (ongoing/monthly meetings)
• Hosted an "Employer Recognition Breakfast" to thank companies that have hosted students with disabilities in an internship program. Jeanne Kincaid, a nationally renowned expert on the Americans with Disabilities Act, presented on the impact of the ADA on the workplace. (April 1999)
• Provided a lunchtime workshop featuring Jeanne Kincaid to Middlesex Community College staff and faculty on "Creating a Welcoming Environment for Students with Disabilities" on the college campus. (April 1999)
• Participated in two-day training on "Developing Business Partnerships" at The College of Holy Cross in Worcester sponsored by The Institute for Community Inclusion at Children’s Hospital and UMass-Boston. (March 2000)
• Participated in training on the Massachusetts Career Information System (CIS) by the Massachusetts Department of Employment and Training. (March 2000)
• Co-presented (with The Job Center staff) Leadership series workshop for MCC students on the Bedford and Lowell campuses entitled "Get That Job – How to Market Yourself for Your Job Search." (April 1999 & 2000)
• Participated as Middlesex Community College representative in The Career Place agency roundtable focusing on the Workforce Investment Act. (May 2000)
• Participated in yearlong dialogue with Massachusetts Rehabilitation Commission counselors in five area offices to insure appropriate referral and follow-up services for students with disabilities. (ongoing)

Northern Essex Community College:

• Consistent connections between Learning Accommodations and Career Development
• Expansion of both targeted and general population workshops on workplace topics including but not limited to: Interview, The Informational Interview, Portfolio Development, Ethics in the Workplace, and Communication in the Workplace
• Work placement and ultimate success of numerous students with disabilities

University of Massachusetts-Lowell:

• Increased collaboration between OCS, ODS, and Counseling Center
• A way to conceptualize career development and career search strategies (including rights and disclosure issues) for students with disabilities
• Additions to our assistive technology equipment and resources
• Establishment of Outreach (club for students with disabilities)
• Training, empowerment, and advocacy of students
• Training of Orientation guides concerning disability issues
• Workshops for faculty and students resulting in increased awareness and information
• The benefit of contact and sharing of ideas with colleagues at other institutions

Each college commented on their use of the Career Planbook and Portfolio.

Fitchburg State College:

• We have introduced the CPP in an adapted version to freshman each year. This has created an increased awareness of career preparedness at a much earlier time in the student’s education. However, students have not shown good follow-through in maintaining their portfolios.
• OCS is not involved in the use of the CPP. Their respective areas handle portfolios interdepartmentally.

• Expanding Horizons has disseminated CPPs to all first year students (about 90+ students in three years). Workshops/classes were used to instruct students in the use of the CPP. The career counselor works individually with students on portfolio development.

Middlesex Community College:

• Staff from Disability Support Services, Career Counselors, and The Job Center counselor conducted an extensive review of the CPP.
• The CPP was evaluated relative to its applicability to the student population at a two-year community college. It was determined that the Skills Framework section of the CPP would be relevant and appropriate to the student population at MCC.
• The section has been incorporated into career and job placement and portfolio development work with students.
• Portfolio development is part of the existing curriculum used in the Transition Program, a certificate program for students with cognitive limitations/learning disabilities.
• Transition Program students developed a vocationally oriented portfolio, which is used in their job search activities.

Northern Essex Community College:

• The Career Planbook and Portfolio from Fitchburg State College was used to modify the existing portfolio previously available at Northern Essex Community College.
• Public schools in the Haverhill area requested specific trainings on Career and Planbook Portfolio Development.

UMass-Lowell:

• Revision process helped OCS and ODS to be more familiar with the CPP and to informally integrate it into work with students. The concepts of the CPP have helped counselors work with students in emphasizing their abilities rather than focusing on their disabilities.
• Used selective chapters in working with individual students and in CPP workshops
• Used selective concepts in working the students (e.g. skills list, how to compile a portfolio)
• Shared information, preliminary training and resources with Dean of Freshmen for potential by all students

• Assistive Technology in the Career Services Library was installed. We purchased a newer, more advanced version of Zoom Text, which provides both screen enlargement and screen reading capabilities. This provides much greater access to web resources.
• We have also been able to purchase newer, more powerful computers that allow us to install more assistive technology.
• We have purchased an updated Braille printer; this has allowed for more timely provision of information in Braille (including many career-counseling documents).
• We have purchased a laptop, which has been extremely useful to students in internship/practica or student teaching. These students often have difficulty getting to campus to access technology. With the laptop, we were able to provide both computer access and assistive technology offsite.
• We have also increased the number of people, both students and staff, trained in using all of the assistive technology. This training increased the awareness of the number of resources available to students with disabilities. The knowledge and skills acquired by ODS staff, OCS staff and students expands students’ access to information and expands the realm of options for accommodations in the workplace.

• Students with disabilities have been afforded greater access to support services through the purchase of hardware and software. Assistive and adaptive software (SIGI+, Dragon Dictate, Jaws, Zoom Text Extra, Duxbury, Vocal Eyes, etc.) has allowed students with disabilities greater access to resources, the internet and support services, which help to promote their career and job search activities.
• The purchase of hardware (computers, adaptive and accessible furniture) has allowed students with disabilities to conduct on-line job searches, prepare résumé and correspondence, and improve their job search skills.
  

• Additional funding has allowed access to such technology and purchases in some cases. The grant’s funding of some of the technology has helped tremendously.

UMass-Lowell:

• The grant has provided both equipment and resources (technology, people, information) that have increased access, awareness and skills regarding assistive technology on campus.

10. Model-building Accomplishments

Fitchburg State College:

• Met with partner institutions to share information on FSC’s adaptation of the CPP and assisted others in their adaptation. Also, disseminated prototype copies of the CPP and other supplies.
• Collaborated with three Massachusetts Rehabilitation Commission counselors regarding three FSC students to facilitate clarity in career and educational goals.
• A CPP training workshop was conducted for key personnel at UMass-Lowell.
• Website was created to assist students in providing career and disability related information. Additionally, Career Services, Disability Services, and other intra and inter campus programs and services are linked to provide a comprehensive resource site.
• Disability Services and Career Services have facilitated the following collaborative efforts:
  - Arranged accommodations for internship and practicum sites
  - Facilitated the workshop "Job Hunting with a Disability"
  - Assisted with the President’s Committee on Employment for People with
  Disability Workforce Recruitment program
• Field-testing of the CPP within FSC was conducted through the Expanding Horizons Office. Disability Services has established a strong relationship with Expanding Horizons as both programs serve similar students.
• A number of CPP workshops have been presented to students.
• Pathfinders is a peer mentor program consisting of mentees and mentors who met a minimum of one hour per week outside of the group and meet for1-1/2 hours per week as a group for support and training. This program focused on topics like assertiveness, self-advocacy, and decision-making and study skills.
• Exploration Course is a freshman seminar course focusing on academic, career, and personal success of individuals. There are currently 16 freshman/transfer students with disabilities registered in the Exploration Course.
• Student involvement in the Leadership and Peer Education Training Program. This program is for undergraduate students with disabilities to enhance their leadership skills and promote outreach to high school students and their families regarding strategies for effective transition to college.
• Social Security Workshop was held as part of Disability Awareness Month. This workshop was conducted by Rae Price (Social Security Administration) and John Piselli (NOVA). Discussions evolved around SSI work incentives, how and what individuals can report to Social Security, plan to achieve self-support (PASS), and information regarding impairment related work expenses.
• Disability Awareness Workshops (requested by faculty, coordinated by Disability Awareness Committee). Workshop topics included: sexuality with disability and student panel presentations. A total of eight workshops were requested by faculty to be presented in their classrooms.
• Workshop topics included disability simulations, Social Security benefits for people with disabilities, and job-hunting with a disability.
• Disability Awareness Events:
  - Martha Curtis, a musician and motivational speaker with a disability performed and lectured on overcoming the odds to lead a successful life
  - Wheelchair basketball game
  - Intramural one-arm volleyball
• Disability Awareness Day:
  - McKay poetry contest for T-shirt design
  - Wheelchair obstacle course
  - Disability simulations
  - Deaf simulations interactive room
  - Information tables on Disability Services, Counseling Services, Expanding Horizons, Department of Mental Health, Association of Retarded Citizens of North Central Massachusetts, and WXLO radio.
• The Cogito Ergo Sum Society (CES) is a Fitchburg State College student-run organization whose membership consists of students with and without disabilities. The purpose of this organization is to bring about a better understanding of disability (awareness) of all, sponsor social and educational events, and to advocate for the disabled.
• Students participated in panel discussions surrounding disability issues as a request.
• Students participated in in-depth career counseling and preparedness with the Career Counselor at Expanding Horizons. Student preparation included teaching interviewing skills, job search skills, and résumé writing.
• Updated database and identified all seniors with disabilities to ensure that they are aware of all opportunities to increase their career preparedness.
• Seminar Series include: "Career Planbook and Portfolio," "Acquiring Job Related Skills While in College," "How and When to Apply to Graduate School," "How to Write a Personal Statement," and "Job Search Skills."
• The Assistive Technology Laboratory at FSC is fully equipped with state-of-the-art technology (both software and hardware) and other abundant resources for students with different types of disabilities. The Lab is staffed with fully trained individuals who are at the students’ disposal and who are available to train students, staff, and employers on how to utilize all the equipment.

• Two Career Services Information sessions were held cooperatively between Disability Support Services and Career Services staff. Invitation to the sessions was through mailing to 185 students identified through the Disability Support Services database, as well as through postings on both campuses of MCC.
• Disability Support Service and Job Center staff provided a workshop entitled "Preparing for the Job Fair—How to effectively sell yourself."
• Attended Aquinas College conference on providing services to students with psychiatric disabilities and supported education.
• Created a tool to facilitate collection of data and information regarding student access to services and their satisfaction with the services using The Job Center and Disability Support Services Student Registration Form.
• The highly successful model in place within MCC’s Transition Program is replicated for students with disabilities enrolled in other degree and certificate programs. The existing Job Group for Transition Program graduates with learning disabilities/cognitive limitations focuses largely on interview skills, job search techniques, job lead identification and disability presentation. These services are available to all students with disabilities either as a participant in a job group or on an individual basis. Additionally, The Career Place, one of the Commonwealth’s networks of One-Stop Career Centers is an invaluable resource for MCC students and graduates. Students with disabilities enrolled in the Transition Program receive orientation to the Center’s services in the Spring semester of their second year. Students with disabilities enrolled in other certificate and degree programs are encouraged to register with The Career Place and receive the services offered there.

• Provides the following programs: career development center workshops, learning accommodations center workshops, student leadership program, advising center activities, cooperative education, community service learning programs and work study. Also, workshops regarding body image, accommodations, psychological aspects of disability, career decisions, study skills, and peer support. Workshop titles include: "Study Strategies", "Disability Accommodations", "Interviewing I and II", "Communication in the Workplace", "Ethics in the Workplace", "Career Decision-Making."
• A Massachusetts Rehabilitation Commission Counselor visits campus weekly to orient/link students to vocational rehabilitation services.
• Conducted training for assistive technology to include: Assistive Technology Lab open house, Dragon Dictate training, Zoom Text training, JAWS training, Inspiration training, handouts available regarding Assistive Technology at NECC.

• 15-hour Student Leadership and Peer Education Training workshop attended by students and staff. As a result of the training, students have engaged in a number of public speaking and education/awareness raising activities in the University and Greater Lowell community. Specifically, students have visited a high school to speak about disabilities, have provided training for residence advisors (RAs) and Orientation guides, and are starting an awareness/support group for students with disabilities.
• Training has been provided for internship and co-op coordinators concerning institutional responsibilities and the Americans with Disabilities Act. Videotaped training information is also available.
• The Office for Career Services further developed the goals of their job-site mentoring program by providing training to the professionals involved to focus specifically on students with disabilities.
• OCS in conjunction with academic departments works to increase the number of internships and co-op opportunities available. Students are provided with information and support to also create their own opportunities.
• Establishment of an "alumni with disabilities" database.
• OCS works with students individually and in small groups to teach, counsel and coach interviewing and job search skills. As a result of training from ODS, they have increased their own "disability awareness" and are incorporating it into their work with students.
• OD routinely addresses issues of disability presentation and education with students.
• Informal networks of students with disabilities were established for support and discussion.
• OCS provides services in career counseling, résumé writing, interview and job search strategies and related areas for students and alumni. The Office has an extensive book and electronic resource library as well as counselors available on appointment or walk-in basis to assist students in their use of these materials. UML supports and facilitates the job search of all recent graduates regardless of disability status. When a recent graduate indicates a disability and a need or wish for consideration of that disability in career services to be received, the OCS will accommodate to whatever extent possible.
• The Center has provided training for OCS, ODS, Freshman Year Programs, and site coordinator in the use and suggestions for modification of the CPP.

Fitchburg State College:

Middlesex Community College:

Northern Essex Community College:

University of Massachusetts - Lowell: