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Program/Center/Institute Title: LIFE Scholars program --------"'-=---------------------Expected Submission J

Campus, School/Department: Montana State University 2019Date: anuary

Contact Name/Info: Alison Harmon

To increase communication, collaboration, and problem-solving opportunities throughout the MUS in the program/center/institute development process, please complete this form not more than 18 months in advance of the anticipated date of submission of the proposed program/center/institute to the Board of Regents for approval. The completed form should not be more than 2-3 pages. For more information regarding the Intent to

Plan process, please visit b tp://mus.eclu/che/arsa/academicproposals.asp.

1) Provide a description of the program/center/institute.

The MSU LIFE Scholars program provides students with intellectual and developmental disabilities (IDD) a fully inclusive college experience that promotes life-long learning, self-determination, campus engagement, and career development. The LIFE Scholars curriculum consists of three domains: academics, campus engagement and career development. Students take MSU or Gallatin College classes for audit or credit to gain knowledge for their chosen career pathway, engage in extra-curricular campus activities to develop social networks, and participate in internships to develop marketable job skills and explore careers. Traditional MSU students serve as peer partners to support LIFE Scholars both with their coursework and in meeting their individual social goals. LIFE Scholars are enrolled in the 3-year program as non-degree MSU students. Students earn a LIFE Scholars certificate upon successful completion of all program requirements, which include earning a minimum of 14 academic credits+ 6 internships credits and completing a minimum of 60 campus engagement hours.

2) Describe the need for the program/center/institute. Specifically, how the program/center/institute meets current student and workforce demands. (Please cite sources).

The federal Individuals with Disabilities Education Act (IDEA) provides funding for students to

receive special education services through age 21. However, Montana does not provide IDEA

funding beyond age 18, which results in students having a lack of postsecondary education and job

training options in this state. 1 Additionally, there are multi-year waiting lists to access adult services, including limited case management, independent living support, job exploration

counseling, assistance with finding a job, or job coaching. The waiting lists can last up to five years

and are the result of significant state funding cuts to the Montana Department of Public Health and

Human Services. Currently, 2,171 individuals are on the waiting list for Vocational Rehabilitation

services, and as of August 2017, 1,615 people were on the waiting list for Medicaid-funded

Developmental Disabilities Services.2

The lack of postsecondary education and job training options have perpetuated already low

expectations and stigmas toward individuals with intellectual disabilities who have the lowest rates

of education, work, or preparation for work after high school of all disability groups. However,

individuals with intellectual disabilities who have graduated from inclusive higher education

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Montana University System INTENT TO PLAN FORM

programs have experienced significantly higher rates of employment, as well as higher wages, than those who have not attended a program.3 Businesses benefit from educated employees with IDD

who often thrive in hard to fill entry-level positions. According to the Montana Bureau of Labor

Statistics, the labor force is projected to grow by 4,500 workers per year, resulting in a shortfall of

1,000 workers who will be needed to meet the needs of Montana businesses.4

3) Describe how the program/center/institute fits with the institutional mission, strategic plan, and existing institutional program array.

As a land grant university, Montana State University is committed to widening access to higher education and ensuring equality of opportunity for all. MSU is committed to inclusion, social justice, equity, and diversity by creating and sustaining an environment that welcomes, respects and nurtures all students, staff, faculty and community. We believe that a more diverse and inclusive institution will contribute to the highest level of excellence that ultimately benefits the entire university community and supports students in becoming outstanding citizens and leaders in local and global communities. As part of that commitment, the university launched the LIFE (Learning Is For Everyone) Scholars pilot program in the fall of 2018, to educate and provide students with intellectual and developmental disabilities a fully inclusive post-secondary education and to prepare them for a life of meaningful work that contributes to their communities and their own fulfillment.

4) Describe how the program/center/institute overlaps, complements, or duplicates existing efforts in the MUS. Describe efforts that will be made to collaborate with similar programs at other institutions. If no efforts will be made, please explain why.

The MOSSAIC program (Mentoring, Organization, and Social Support for Autism Inclusion on Campus) is at the University of Montana and provides support to students with autism who are already enrolled as full-time degree seeking students.s In some cases students pursue a career track (non-degree) with MOSSAIC support. In contrast, the LIFE Scholars program is a non-degree certificate program specifically designed for students with intellectual and developmental disabilities who cannot access a college experience through traditional channels, thus requiring a different level of support in order to meet individual goals. A connection between the two programs has been made and resources will be shared on an ongoing, as needed basis. Expertise in the Department of Communicative Sciences & Disorders at University of Montana will be sought to support students enrolled in the LIFE Scholars program.

MSU Billings hosts a center for inclusive education, which seeks to provide professional development for educators and direct service providers of individuals with intellectual disabilities. MSU Billings currently offers a Special Education endorsement for K-12 teachers. A portion of MSU teacher education students pursue this teaching endorsement annually. University of Montana also offers this endorsement for students seeking initial K-12 licensure.

REFERENCES: 1. Congressional Research Service. The Individuals with Disabilities Education Act (IDEA) Funding: A Primer.

October 1, 2018. Available on-line at:

https://www.everycrsreport.c0m/fi les/20181001 R44624 3ddb59bc4e2191890b360e5bd23c0cc62flbfb70.p

df

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Montana University System INTENT TO PLAN FORM

2. Children, FAmlies, Health, and Human Services Interim Committee (Sue O'Connell, Research Analyst).

Final Report to the 661h Montana Legislature: HJR 24: DD Services for Adults. September 2018. Available

on-line at : https://leg.mt.gov/ content/ Committees/ lnterim/2017-2018/Children-Family/ Committee­

Topics/h j r 24/sept2018-fina 1-h jr24-report. pdf

3. Smith F., Grigal M., & Shepard J. Postsecondary Education and Employment Outcomes for Youth with

Intellectual Disability Served by Vocational Rehabilitation. Think College Fast Facts Issue 18, 2018.

Available on-line at: Think

Collegehttps://th inkcollege.net/sites/default/files/Ales/resources/ FF18 F flxed R.pd f 4. Montana Department of Labor & Industry. Montana Employment and Labor Force Projections: Job Growth

from 2016-2026. Available on-line at: https://lmi.mt.gov/Portals/135/Publications/LMI­

Pubs/ Labor%20Market%20Publications/Projections2016-26.pdf

5. Phyllis J. Washington College of Education and Human Sciences, University of Montana. The Department of

Communication Sciences & Disorders MOSSAIC Program. Available on-line at:

ht t ps://coehs. u mt.ed u/departments/csd/ d ewi t-ritecare-cl in i c/mossa i c. php

Signature/Date

College/School Dean:

Chief Academic Officer:

Chief Executive Officer:

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Date of Final Review:

When submitting the proposal to the BOR, include this signed form with the Level II request.