Chabot College
Student Services Program Review
Report
Year One of
Program Review Cycle
Matriculation
Submitted on February 28, 2013
Contact Person/Preparer: Becky Plaza
Team: Stefanie Cutley, Katrin Field, Carey Harbin, Naoma Mize,
Patricia Molina, Stacey Moore, Becky Plaza
Final Forms, 1/19/13
Table of Contents
Section 1: Who We Are ............................................................ 1
Section 2: Where We Are Now ................................................. 2
Section 3: The Difference We Hope to Make ............................. 3
Required Appendices:
A: Budget History .........................................................................................4
B: Student Learning and Service Area Outcomes Inventory .........................5
E: New Initiatives .........................................................................................6
F2 F1: New Faculty Requests ........................................................................7
F2: Classified Staffing Requests ....................................................................8
F3: FTEF Requests ........................................................................................9
F5: Supplies and Services Requests ............................................................10
F6: Conference/Travel Requests ................................................................11
F7: Technology and Other Equipment Requests ........................................12
F8: Facilities Requests ................................................................................13
1. Who We Are
Matriculation is a state-mandated group of services, stemming from the Seymour-Campbell
Matriculation Act of 1986. Matriculation oversees high school workshops, the Chabot College
application, assessment, orientation, counseling, and student follow-up, including probation.
Matriculation now has been re-legislated as the Student Success Act of 2012. This new law requires a
series of enhanced services going beyond that of the original Seymour-Campbell Act, including
mandatory assessment and student education plans. No additional funding has been provided to
implement these services as of this date. Enrollment growth and increased basic skills populations,
coupled with all the budget reduction efforts, further complicate and stress the ability of Matriculation
to address the mandates of the Student Success Act. Our mission is to provide a full complement of
support services that help students succeed, while addressing the mandates of the Student Success Act.
Our vision is to provide full matriculation services to all Chabot Students, although we will need
additional support to do so.
Matriculation services provide the foundation for student success. Matriculation has been severely
reduced over the past few years (62%-67%), and yet has been asked to assume more and more
responsibilities. All steps of matriculation are tied together. For example, you can’t attend PSCN 25
without first having assessed and oriented. The class is a culmination of matriculation components that
result in students leaving with their first semester courses planned.
Because our charge is so broad, we have a number of continuing goals. They are:
 Continue Early Decision participation with funding to support the Early Decision Program
 Expanding retention and follow-up services to include ALL students on academic
probation/progress probation/dismissal status with funding to support, including
individualized counseling services for all returning students on any probation status.
 Increasing the number of students completing the mandated Matriculation services of
Assessment, Orientation, and Counseling
 Achieving mandatory Matriculation services of Assessment, Orientation, and Counseling for
all new, first time college students
 Coordinate with input to the General Counseling Program Review team – include
Matriculation information in dissemination efforts.
 Update the official Counseling website to better inform new students of Matriculation
components and required contacts.
 Oversight and coordination of all Matriculation Services per the Student Success Act.
 Development of a campus-wide, standard process for prerequisite challenges.
 Increase staffing in the Assessment Center to support the increased demand for testing,
including English/Math; Chemistry; and Vocational Testing Services, especially since the
passage of the Student Success Act
 Maintain the accurate and timely reporting of the Assessment Component to BANNER
 Maintain accuracy of and improve the automation of the online orientation’s student name
and ID collection process
 Maintain and update regularly the Online Orientation materials
 Increase the availability of one-to-one Counseling services to students on probation with
focused case management for identified faculty
 Improve the reporting of students who have completed the Counseling Component to
BANNER
 Acquire permanent staffing to coordinate Matriculation Services at Chabot College


Acquire permanent and dedicated Counselors to target probation students as a caseload
Acquire permanent and dedicated professional classified staff to support Matriculation and
the probation students as a caseload
Matriculation supports other units on campus by managing all new student in-take, and directing
students to the correct classes and support services. Assessment not only directly places students in
their appropriate math and English courses, but also can assist math and English in allocating their FTE
loads to specific courses to meet student needs. For example, in 2011, 84% tested into remedial English,
16% tested into college English, 86% tested into MTH 65 or lower, and 14% tested into MTH 55 or
higher. The orientation process provides students with essential college survival information, and helps
give students a blueprint to navigate our college systems. Matriculation also directs students to
resources on campus that help them be successful in college. This includes PSCN support classes,
counseling services, tutoring, DSRC, special programs, Veterans Services, financial aid, etc.
Matriculation currently consists of 1.5 classified staff members and 9 counseling hours, split between
two counselors. All other staffing is adjunct (PSCN 25). With the original implementation of
matriculation, we had three full time faculty members hired with that focus, in addition to our
assessment center staff. As cuts have occurred over the years, we are now down to our present staffing
levels.
2. Where We Are Now
Over the past few years, Matriculation has been cut over 62%. We are very proud that we have been
able to maintain our Early Decision Program, growing every year in spite of the budget cuts. We have
lost 50% of our counselors over the past few years. In response, we’ve created Front Desk Counseling,
where students can speak quickly (less than five minutes) with a counselor. This is not an ideal situation,
but it is one way we have adapted to our economic realities, and maintained student access. We
developed our online orientation program, streamlining that process. We also are proud that we have
been able to continue to increase the number of students who go through the matriculation process
through these tight budget times.
Cuts to counseling have affected the number of student appointments available and how we provide
this component of matriculation. We currently only have enough appointments to see about one third
of our student population in a given semester. We have had to make the difficult decision to drop
academic probation one counseling appointments, and have moved to a self-reported contract for
students with that status. The cuts also have affected how we do business when it comes to educational
planning. Our traditional Student Education Plans (SEP) cover six semesters of coursework, and we take
an hour with each student to create the plan. Because of new Financial Aid requirements at a time
when matriculation resources have been severely limited, we developed a three semester Student
Academic Plan to be used in place of a true SEP for Financial Aid purposes.
Our ongoing SAO’s are:
 Increase the number of Chabot College students completing Assessment, Orientation, and
Student Educational Planning, per the Student Success Act mandates.
 Develop, maintain, and regularly update matriculation materials, such as counseling website
information, online orientation, and the assessment website.
 Expand retention and follow-up services to include all students on all levels of academic and/or
progress probation/dismissal.
In response to the Student Success Act, we have added the additional SAO of:
 Develop cost-effective and effectual services and processes to implement Student Success Act
mandates.
We also have had a number of goals over the past few years that we have managed to accomplish in
spite of our budget cuts. We’ve been able to
 Develop a fully-functional online orientation
 Increase the accuracy of the online orientation’s student name and ID collection process
 Maintain and even increase the Early Decision program for new students directly from local
catchment area high schools
 Maintain Chabot College’s commitment to providing the required Matriculation services to
students
 Continuously update the official Counseling website to better inform new students of
matriculation components and required contacts
Over the past three years, there have been additional projects designed to help foster student success
that we hoped to implement, but because of the budget cuts have not been able to so. We hoped to
create short videos and animations addressing frequently asked questions on college processes and
student success strategies for inclusion on our website. Unfortunately, with the loss of so many of our
faculty and staff, we have not been able to create them. We have many technology-driven ideas and
products, such as Degree Works, but these require the staff to keep them up and running. Without the
additional staffing it will be difficult, if not impossible, to implement these ideas and utilize our products
to their full extent. One example of this is the digital imaging system used to store student records, such
as official transcripts and SEPs. The system went down over a year ago, as a new system was to be
implemented. The new system has many problems, and to date, it is unusable. This means that in a
time of dwindling resources, staff members must visit admissions every day to make copies of the
transcripts required for the day’s appointments. In the past, all the counselor had to do was sign into
the Filer system to view these documents, saving time, money, and paper. As we implement new
technology-driven tools, we also need to plan for faculty and staff training.
With the passage of the Student Success Act, and the new mandates it brings, Matriculation in its
current incarnation will struggle to address the mandates. With over 3,000 new students arriving each
fall, Matriculation will need additional support in both staffing and funding. In the short term, we will
need to purchase additional assessment test units and add additional Assessment Center staffing to
increase our ability to test all students. The Assessment Center only accommodates 43 students at a
time, so facility space and computer availability is an issue. Once the state decides on its statewide
assessment tool, Chabot will need to invest in its implementation, possibly requiring additional training
and the development of new cut scores.
Another major issue facing Matriculation with the passage of the act is how to provide first semester
SEPs for all new students. If we gave each new student a 60 minute appointment with a counselor to
create a traditional SEP, we would have less than 600 hours of counseling remaining in that semester to
see additional students, meaning we would be able to serve just over a third of our student population.
We are looking at ways to address these types of issues, and have a counseling retreat scheduled for
March 1, 2013 to discuss how we will implement the Student Success Act and where we can form
partnerships with Chabot faculty and staff from other disciplines. How we will be required to implement
the act is not set in stone, as the state is still formulating its regulations and guidelines on what is and is
not required. Our planning will need to adjust accordingly.
We would like to create new resources, especially online, to address some of these issues. The videos
and animations previously mentioned are high on our list, as is creating an online version of our PSCN 25
Transition to College class. We would like to provide assessment, orientation, and counseling/SEP
services with as much flexibility as possible, not only because students who complete these components
have higher success rates, but also because they will be required for priority registration.
New equipment and technology will be required to address the Student Success Act. Our conference
rooms that are used to teach PSCN 25 and Assessment Center will need to be outfitted as thought they
were smart classrooms, requiring the addition of three document cameras. Additional projectors,
screens, and printers for these rooms are necessary, along with the supplies to keep them running, such
as toner, light bulbs, etc. The Assessment Center could potentially need to be remodeled, depending on
student demand, to accommodate the larger groups of students it was originally planned to host. An
enlargement would require additional computers and monitors.
There also a number of conferences and trainings that are essential for matriculation faculty and staff to
attend each year. These include Matriculation Coordinators meetings, annual assessment conferences,
and Student Success Act conferences. With the loss of most staff development funds, it is key that these
core conferences and trainings are somehow funded.
3. The Difference We Hope to Make
What: Develop a plan where ALL new college students (never attended college before) can be afforded
access to PSCN 25, which is the initiative begun as an academic planning service, along with the
Assessment and On-line Orientation targeted specifically to new college students.
Why: The Student Success Act requires that Assessment, Orientation, and a Student Education Plan are
complete to receive priority registration. PSCN 25 could be modified to address the Student Education
Plan requirement. This also ties into Strategic Plan Strategies 4, 5, and 6, helping students get on their
paths quickly, teaching them how to monitor their progress, and streamlining their pathway.
How: Increase the number of counselors and classified staff to support the additional PSCN 25 sections.
Create an online version of the course to serve more students
Goals: Every new college student (never attended college before) takes PSCN 25 prior to enrolling in
their first semester at Chabot College.
Resources: Funding for additional counselors and classified professionals to support the program.
Technology support for the development of the online PSCN 25, as well as the current PSCN 25
classrooms. Release time to develop the online version of the class. Funding to backfill release time.
What: Develop a plan where all Chabot College students could be accommodated for Assessment.
Why: The Student Success Act requires that Assessment, Orientation, and a Student Education Plan are
complete to receive priority registration.
How: Make assessment a mandatory requirement. Accept assessments from other colleges. This ties
into Strategic Plan Strategy 4 and 6, as it would let students know from the beginning which pathways
they need to take in math, English, and ESL, as well as streamlining their ability to feed into the priority
registration system.
Goals: Every student will complete math and English or ESL assessment or submit coursework
successfully completed at another college that fulfills the assessment requirement.
Resources: Funding for additional testing units. Funding for additional classified staff member
(Counseling Assistant 2). Possible expansion of Assessment Center, which would include the need for
additional computers and monitors. Extended Assessment Center Hours, including more evening and
Saturday hours. Funding for additional student assistants to support Assessment Center staff.
What: Continue to update the Online Orientation to make it more user friendly, including video and
animation, with a goal of mandatory orientation for all students not exempt.
Why: The Student Success Act requires that Assessment, Orientation, and a Student Education Plan are
complete to receive priority registration. This ties into Strategic Plan Strategies 4 and 6, helping
students to learn about college systems to get on their pathway quickly, and streamlining their
matriculation process.
How: Make orientation mandatory. Revamp the current online orientation, utilizing tools such as
Camtasia, to make it more interactive.
Goals: Have an updated online orientation in place by Fall 2014.
Resources: Release time to create and update online orientation. Technology support to troubleshoot
and assist in getting the new online orientation up and running. Funding to backfill release time in
counseling.
What: Offer Counseling Services to all Chabot College students and community members as needed.
Why: The Student Success Act requires that Assessment, Orientation, and a Student Education Plan are
complete to receive priority registration. Resources are limited and it’s difficult to meet all student
needs. Technology-based solutions can help address some of these limitations, and help us meet
Matriculation and Student Success Act requirements. This ties into Strategic Plan Strategies 3, 4, 5, 6,
and 7, which address student support, engagement, and direction. Increasing the number of counselors
we have available is critical to meet the goals of these strategies.
How: Hire additional counselors to accommodate student need. Explore new ways to see groups of
students, such as a small group with the same major and math and English course placements. Develop
online counseling program. Develop online success contracts and probation videos.
Goals: By Fall 2014, bring back extended counseling hours to include additional evening hours and add
an online counseling component. By Fall 2014, develop an online success contract and probation video.
Resources: Funding for additional counseling positions to meet student need. Funding and technology
support to purchase and develop an online counseling program. Time to work together to brainstorm
how to implement these programs. Release time to develop the online success contract and probation
video. Funding to backfill release hours in counseling.
What: Provide Student Educational Planning appointments to all Chabot College students who make
such a request.
Why: The Student Success Act requires that Assessment, Orientation, and a Student Education Plan are
complete to receive priority registration. This ties directly into Strategic Plan Strategies 3, 4, 5, and 6. As
SEPs help students define their goals, get them on their pathways quickly, help them monitor their
progress along the way, and streamline the path they walk at Chabot.
How: Hire additional counselors to meet student need.
Goals: 80% of all Chabot students will have some form of qualifying student education plan on file by
Fall 2014 registration.
Resources: Funding for marketing campaign to promote necessity of completing matriculation
components, especially the SEP. Funding for additional counseling hours to accommodate student
need.
What: Continue to improve the Application process, along with ongoing technology services which
could update data elements such as major, goal, etc.
Why: One of the requirements of the Student Success Act is that we clean up our data, starting Spring
2013. Having accurate information on educational goals and majors to tie to student success measures
is going to become more important over the next three years, and could eventually tied to funding.
Additionally, helping students input and update the correct educational goals and majors will help us
provide more appropriate services for them. This ties into Strategic Plan Strategies 3, 4, 5, and 6.
How: Create a screen that must be updated with current educational goal and major prior to registering
for classes.
Goals: By Fall 2014, have screen requiring educational goal and major updates in order to register for
classes.
Resources: IT support to develop and implement the screen.
What: Have a working archive system at Chabot College which would allow for the archiving and
retrieval of all historical documents for Matriculation planning and implementation and reporting
purposes.
Why: Student services has been without a working archive system for over a year. This greatly impedes
our ability to efficiently serve our students, and creates more work for less people, as a time when
workplace efficiencies are all the more critical. This ties directly into Strategic Plan Strategies 2, 4, and 6,
as the archive system provides essential information needed to properly advise students on how to
achieve their goals, making sure they are on the right path, and streamlining that path.
How: Invest the time and resources to implement a fully functional archive system.
Goals: By Fall 2013, Chabot College will have a fully functional archive system, which allows for the
storage and retrieval of all historical documentation.
Resources: Technology support to install and develop the archive system. Funding to research,
purchase, and provide training on the archive system. Staff time to enter historical data into new
system.
Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years
and the impacts of funds received and needs that were not met. This history of documented
need can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the
budget decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
2011-12
Budget
Requested
5
$51,000
$5,050
$106,600
$162,650
2011-12
Budget
Received
0
$48,115
$2,787
$0
$50,932
2012-13
Budget
Requested
5
$30,000
$0
$351,000
$381,000
2012-13
Budget
Received
0
$3,001
$1,678
$0
$4,679
1. How has your investment of the budget monies you did receive improved your Service Area
Outcomes? When you requested the funding, you provided a rationale. In this section, assess if the
anticipated positive impacts you projected have, in fact, been realized.
We did not receive additional monies. We had to reduce our expectations, and try to do the best we
could do with what we had left after the matriculation cuts.
2. What has been the impact of not receiving some of your requested funding? How has your ability to
serve the college and our students been impacted, or safety compromised?
We have had to reorganize the way we implement Early Decision and eliminate Mega Day, creating a
two hour window of registration assistance in its place. We have had to eliminate all Academic
Probation 1 status appointments, and limit evening matriculation services to Wednesday nights only.
Appendix B: Student Learning and Service Area Outcomes Inventory
Audience: PRBC and Administrators
Purpose: This analysis enables us to track progress on key learning and student service goals,
and to meet our accreditation standards.
Instructions: Please provide the requested information, noting ongoing SLOs/SAOs as well as
any new goals.
ONGOING SLO/SAO
SAO #1: Increase the number of
Chabot College students completing
Assessment, Orientation, and Student
Educational Planning, per the Student
Success Act mandates.
SAO #2: Develop, maintain, and
regularly update matriculation
materials, such as counseling website
information, online orientation, and
assessment website.
SAO #3: Expand retention and followup services to include all students on
all levels of academic and/or progress
probation/dismissal.
NEW SLO/SAO
SAO #4: Develop cost-effective and
effectual services and processes to
implement the Student Success Act
mandates.
How
Measured
Results/Discussion
Banner
Data
Ongoing
How often
information
is updated
(goal is
monthly)
Ongoing
SARS Data
Ongoing
How
Measured
To be
determined
Results/Discussion
Ongoing
Appendix E: Proposal for New Initiatives (Complete for each new initiative)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee
Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic
Plan. The project will require the support of additional and/or outside funding. The information you
provide will facilitate and focus the research and development process for finding both internal and
external funding.
How does your initiative address the college's Strategic Plan goal, or significantly improve student
learning?
What is your specific goal and measurable outcome?
What is your action plan to achieve your goal?
Activity (brief description)
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
Appendix F1: Full-Time Faculty or Counselors/Adjunct Staffing Request(s) [Acct.
Category 1000]
Audience: Faculty Prioritization Committee and Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time
faculty/counselors and adjuncts
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal. Cite evidence and data to support your request,
including enrollment management data (EM Summary by Term) for the most recent three years, student
success and retention data , and any other pertinent information. Data is available at
http://www.chabotcollege.edu/ProgramReview/Data2012.cfm .
1. Number of new faculty or counselors requested in this discipline: ____
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Counselor/Instructor
Matriculation Coordinator
2. Counselor/Instructor
Academic Success and Intervention
3. Rationale for your proposal. Please use the enrollment management data. Additional data that will
strengthen your rationale include FTES trends over the last 5 years, persistence, FT/PT faculty ratios,
CLO and PLO assessment results and external accreditation demands.
The Student Success Act requires mandatory services performed by counselors, such as all matriculation
services and probation follow-up services. Without additional counselors, we will be hard-pressed to
meet the mandates.
4. Statements about the alignment with the strategic plan and your student learning and service area
goals are required. Indicate here any information from advisory committees or outside accreditation
reviews that is pertinent to the proposal.
These additional positions tie directly into the implementation of the Student Success Act and Strategic
Plan Strategies 3, 4, 5, and 6. Additional counselors will allow us to not only monitor student progress,
but also to better help undecided students to define their goals, get students on their path faster,
streamline their time at Chabot. Also, Academic Senate for California Community Colleges recommends
a counselor to student ratio is 1:370, which we acknowledge would be difficult to meet in these budget
times, as it would require Chabot to have the equivalent of 37 counselors on staff. When you consider
assign time and teaching responsibilities, we currently have an effective counselor to student ratio of
1:1,583. Without assign and teaching time, that ratio is 1:1,035.
Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct.
Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for new and replacement positions for full-time and
part-time regular (permanent) classified professional positions (new, augmented and replacement
positions). Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal, safety, mandates, accreditation issues. Please cite
any evidence or data to support your request. If this position is categorically funded, include and
designate the funding source of new categorically-funded position where continuation is contingent
upon available funding.
1. Number of positions requested: __5____
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Matriculation Technology Specialist
Matriculation Services
2. Upgrade existing Assessment Specialist to
Assessment Center
Assessment Coordinator
3. Counseling Assistant 1
Assessment Center
4. Counseling Assistant 2
Assessment Center
5. Counseling Assistant 1
Probation/Follow-up Services
3. Rationale for your proposal.
In order to meet Student Success Act mandates, such as mandatory assessment and faster student
progress, additional classified support is required. Without it, our programs will lack the administrative
support needed to grow, and will stay at current capacities. We will have difficulty meeting Student
Success Act mandates.
4. Statements about the alignment with the strategic plan and program review are required. Indicate
here any information from advisory committees or outside accreditation reviews that is pertinent to
the proposal.
These additional positions tie directly into Strategic Plan Strategies 3, 4, 5, 6, and 7, as well allowing us
to meet the mandates of the Student Success Act. Additional classified professionals will allow us to get
students connected to resources and on their paths faster, more closely help students monitor their
progress along their pathway, streamline pathways, and build a sense of community.
Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans and
CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the Faculty
Contract.
Instructions: In the area below, please list your requested changes in course offerings (and
corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze
enrollment trends and other relevant data at
http://www.chabotcollege.edu/ProgramReview/Data2012.cfm .
Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of
funds.
Instructions: In the area below, please list both your current and requested budgets for categories 4000
and 5000 in priority order. Do NOT include conferences and travel, which are submitted on Appendix
M6. Justify your request and explain in detail any requested funds beyond those you received this year.
Please also look for opportunities to reduce spending, as funds are very limited.
2012-13 Budget
Requested Received
Project or Items
Requested
Projector Bulbs
No
No
2013-14
Request
$2,700
Toner
No
No
$2,000
Student Success Act
Marketing Materials
No
No
$5,000
Paper
No
No
$1,000
15
Rationale
As we more heavily utilize our current
PSCN 25 classrooms and Assessment
Center, we will need to replace our
supplies more frequently.
As we more heavily utilize our current
PSCN 25 classrooms and Assessment
Center, we will need to replace our
supplies more frequently.
We are required by law to inform
students of SSA changes starting Spring
2013.
As we more heavily utilize our current
PSCN 25 classrooms and Assessment
Center, we will need to replace our
supplies more frequently.
Appendix F6: Conference and Travel Requests [ Acct. Category 5000]
Audience: Staff Development Committee, Administrators, Budget Committee, PRBC
Purpose: To request funding for conference attendance, and to guide the Budget and Staff Development
Committees in allocation of funds.
Instructions: Please list specific conferences/training programs, including specific information on the
name of the conference and location. Note that the Staff Development Committee currently has no
budget, so this data is primarily intended to identify areas of need that could perhaps be fulfilled on
campus, and to establish a historical record of need. Your rationale should discuss student learning goals
and/or connection to the Strategic Plan goal.
Conference/Training
Program
Annual Assessment
Conference
Matriculation Coordinator
Meetings
Additional Student Success
Act and Student Retention
Conferences
2013-14 Request
Rationale
$3,000
Required for continued use of Accuplacer
$2,000
Attendance is critical, as we work together to most
effectively and efficiently implement the SSA.
To stay up-to-date on current Student Success Act
mandates, and matriculation updates, counselors
must attend conferences each semester. Currently,
no funds exist to support conference attendance.
$5,000
16
Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology
Committee.
Instructions: Please fill in the following as needed to justify your requests. If you're requesting classroom
technology, see http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the
brands/model numbers that are our current standards. If requesting multiple pieces of equipment,
please rank order those requests. Include shipping cost and taxes in your request.
Please note: Equipment requests are for equipment whose unit cost exceeds $200. Items which are
less expensive should be requested as supplies. Software licenses should also be requested as
supplies.
2012-13 Budget
Project or Items
Requested Received
2013-14
Rationale*
Requested
Request
3 document cameras No
No
$2,100
As we expand PSCN 25 offerings and
address SSA mandates, we need to
update our current PSCN 25
classrooms and Assessment Center.
Usage of these items ties into Strategic
Plan Strategies 2, 3, 4, 5, 6, and 7.
3 projectors
No
No
$2,000
As we expand PSCN 25 offerings and
address SSA mandates, we need to
update our current PSCN 25
classrooms and Assessment Center.
Usage of these items ties into Strategic
Plan Strategies 2, 3, 4, 5, 6, and 7.
3 printers
No
No
$2,000
As we expand PSCN 25 offerings and
address SSA mandates, we need to
update our current PSCN 25
classrooms and Assessment Center.
Usage of these items ties into Strategic
Plan Strategies 2, 3, 4, 5, 6, and 7.
Additional Testing
$30,000
$39,753
$50,000
As we expand assessment
Units
opportunities to meet SSA mandates,
we will need to purchase additional
testing units to met student need. The
additional units tie into Strategic Plan
Strategies 4 and 6.
Digital Archive
No
No
Price varies
In order to streamline our processes
System
depending
and help students move smoothly
on product – through our system, it is critical that
can be quite faculty and staff have easy access to
expensive
student information. We have not had
(over
access to this information for more
$100,000)
than a year. This ties into Strategic
Plan Strategies 3, 4, 5, and 6.
17
Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities
Committee (FC) has begun the task of re-prioritizing Measure B Bond budgets to better align with current
needs. The FC has identified approximately $18M in budgets to be used to meet capital improvement
needs on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two
to be used as match if and when the State again funds capital projects, and to fund smaller projects that
will directly assist our strategic goal. The FC has determined that although some of the college's greatest
needs involving new facilities cannot be met with this limited amount of funding, there are many smaller
pressing needs that could be addressed. The kinds of projects that can be legally funded with bond
dollars include the "repairing, constructing, acquiring, equipping of classrooms, labs, sites and facilities."
Do NOT use this form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests. If requesting more than one
facilities project, please rank order your requests.
Brief Title of Request (Project Name):
Building/Location:
Description of the facility project. Please be as specific as possible.
What educational programs or institutional purposes does this equipment support?
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
18