Allan Hancock College

Allan Hancock College, Allan Hancock Joint Community College District 2 of 61Matriculation Plan: Admissions ComponentMission StatementAdmission component is designed to support student success through access to college admission, courseregistration and modification.Primary FunctionsStudent admission, registration and program changes.Student Learning OutcomesKnowledge, understanding, skills, abilities, attitudes, or values that students will develop as a result ofinterface with the program staff and resources:1. Students will develop the ability to use Web registration.2. Students will increase their ability to use electronic and print resources to obtain essential admissionsand records information and decrease their reliance on phone and face-to-face inquiries.Structure of the Admissions ComponentStudents may apply for admission on line using CCCApply, by mail or in person. Allan Hancock Collegeconducts mail-in, online and walk-through registration. Non-exempt students receive assistance in theregistration process through the Student Testing, Advising, Retention and Transition (START) process.Assistance is also made available for exempt students. Bilingual staff assists as necessary with theadmissions componentGoals for the Admissions Component1. Ensure adequate staffing to maintain continued compliance with matriculation/MIS requirements.2. Annually review and, if necessary, revise the admissions process to assure that collected data can beused in the counseling process and in the evaluation of the effectiveness of matriculation.3. Provide all students with appropriate assistance in the admissions process.4. Assist all students with disabilities who request/require assistance in the admissions process.5. Develop and maintain a method of informing students about where to find admission and registrationinformation.

Allan Hancock College, Allan Hancock Joint Community College District 3 of 61Activities for the Admissions Component:1. Allan Hancock College conducts mail-in, online and walk through registration. (1,2,3)2. Because the majority of our non-English speaking students speak Spanish, bilingual(English/Spanish) staff provides help throughout the admissions, testing, orientation and advisingprocess. (1,2)3. All students who have not been exempted from the testing portion of assessment are required toobtain an exemption form prior to registration which specifies the student's matriculation exemptionstatus. Exemption status information is on-line, accessible at registration sites and printed in thecatalog and schedule of classes. (1,2)4. Students complete the admissions form during the application period or at the time of registration.The application is revised and updated on a regular basis to meet the requirements of matriculationand MIS. (1,2,3)5. Counselors have available online access to assessment, exemption, and previously completed AllanHancock College course work for advisement purposes both in their offices and on-site duringregistration. (1,2,3)6. Specific questions on the admissions form ensure that students who are in need of special assistancebased upon limited English proficiency and/or disability status are identified. (1,2)7. Some members of the Admissions and Records staff and members of the Counseling staff arebilingual (Spanish/English). Bilingual staff, usually supplemented with bilingual student workers, areavailable to provide assistance at registration. (1,2,3)8. Priority registration is provided for disabled students who require assistance, for EOPS students,predesignated nursing students and students who complete orientation. Services may includecompletion and processing of admissions documents and special orientation and advising. (1,2)9. All high school and younger students who have been recommended by their school principal andmeet the college criteria are required to complete assessment, to be advised and oriented prior toregistration for all classes requiring academic skills. Enrollment fees are waived. (1,2)10. High school and younger students who participate in spring START programs receive assistance withcompletion of admission documents and registration. (1,2)11. An electronic wait list is now available so that students may elect to be put on "wait" for a full class atmail-in registration, online registration and walk-through registration. The wait list facilitates astudent's admission into classes and provides a tool for more effective scheduling of classes. (3)12. Students who began the matriculation process through Noncredit or Community Education programsare identified in the computer data base as "noncredit." The same MIS data collected on creditstudents is now being collected from noncredit students. The data will be used to plan coursescheduling and to facilitate the transition of noncredit students, especially ESL students, to the creditprogram. (1,2,3)

Allan Hancock College, Allan Hancock Joint Community College District 4 of 61Staffing for the Admissions ComponentThe following positions are involved in one or more of the activities listed for this component:4 Academic Dean2 Administrative Secretary I4 Admissions and Records Technician1 Admissions Coordinator1 Assessment CoordinatorBilingual Student Aide (numbers vary)1 Counseling Assistant1 Counselor - DSP&SCounselor – Part-time (numbers vary each semester)8.5 Counselor – Full-time Equivalent1 Dean, Counseling and Matriculation1 Director, Admissions and Records1 Director - Learning Assistance Program1 Executive Dean, Off-Campus Programs1 Matriculation Program Specialist1 Office Services Assistant II1 Office Services Technician I2 Registration Worker - Temporary (numbers vary based upon need)Student Worker (numbers vary)Test Administrator – Part-time (numbers vary based upon need)Test Proctor – Part-time (numbers vary based upon need)Testing Lab Program Assistant1 Transcript Evaluator1 Vice President, Student Services

Allan Hancock College, Allan Hancock Joint Community College District 5 of 612. ORIENTATION COMPONENTAB 3 Title 5 Component Standards78212(b)(2) 55502(j) 1. Provide students and potential students with information concerning collegeprograms, services, financial assistance, facilities and grounds, academicexpectations, course scheduling and institutional procedures in a timely manner.78212(a) 55530(b)(d) 2. Provide written definitions informing students of their rights and responsibilities.55201 (f),(g) 3. Promptly inform students of their right to challenge (on specified58106(c),(d),(e) grounds) a pre- or co-requisite or limitation on enrollment; theirresponsibility for showing that grounds exist for the challenge; andtheir right to file a complaint of unlawful discrimination.55534(b)55534(a)4. Inform students of procedure for alleging unlawful discrimination in theimplementation of matriculation practices.5. Provide students with or direct them to written district procedures for: challengingmatriculation regulatory provisions; district investigation and attempted resolution ofcomplaints; and methods by which district maintains such complaints.55522 6. Provide modified or alternative services for the matriculation process (if necessary)for ethnic and language minority students’ and students with disabilities.78214(b)(3) 55532(a) 7. Adopt District governing board policies specifying criteria for 55510 (a)(5)exemption.55532(c)55532(d)55510(a)(4)8. Make exempted students aware that they may choose whether or not to participate inthis component.9. Ensure that exemptions from this component are not based upon specified solecriterion.10. Utilize computerized information services to implement or support orientationactivities.

Allan Hancock College, Allan Hancock Joint Community College District 6 of 61Matriculation Plan: Orientation ComponentThe orientation component at Allan Hancock College is presented in four formats: 1) an online virtualorientation for all students who take the computerized placement test (CPT); 2) a forty-five minute oralpresentation to ESL students who take the paper-pencil tests; 3) an on-campus orientation program at thebeginning of fall and spring semesters; and 4) various Personal Development course offerings. Theorientation covers such areas as registration, degrees and certificates, transfer information, career andmajor selection, and student support services. Student rights and responsibilities are outlined, includingthe right to appeal prerequisites and other matriculation components. Students also receive a studentplanner, a class schedule and relevant handouts and directions for their use.A Personal Development course, Success in College, is designed primarily for new and high-risk studentssuch as EOPS, GAIN, Re-entry, student athletes, and students on probation. Personal Development 101,Success in College, covers a variety of topics including study skills, support services, self-esteem andother relevant human relations skills. Other courses which cover the same or similar material are PersonalDevelopment 105, Student Athlete Success, Personal Development 110, College Success Seminar, and aseries of half unit Personal Development classes aimed at providing orientation information specific totransfer students. In addition, Personal Development 100, Career and Personal Exploration assistsundecided/undeclared students to make appropriate career and major choices.Goals for the Orientation Component:1. Provide basic orientation information to as many students as possible.2. Continually monitor and evaluate the ESL orientation to meet the needs of ESL students moving intonon-ESL courses.3. Make orientation activities available to local high schools.4. Explore the creation of a dedicated location for all matriculation services. Ideally, a building ortrailer which would house a welcome/reception area for students, an assessment and orientation areato accommodate 200 students with small break-out rooms for follow-up workshops, staff offices, andequipment areas.5. Recruit and train staff to conduct orientations.6. Orient area high school counselors and student services staff to fully understand the programs andservices offered at Allan Hancock College.7. Continue to evaluate orientation activities and to improve services.8. Publicize in all relevant college publications the availability of English and Spanish newstudent online orientations on the college web site.Activities for the Orientation Component:1. The statement: “Students are strongly encouraged to attend a new student orientation and to seekcounselor assistance in course selection" appears in all written documentation regarding matriculation(schedule of classes, permit to register, college catalog, etc.). Verbal endorsement forall matriculation components is expressed by counselors, advisors, faculty and staff wheneverpossible, regardless of the students' exemption status. (1, 3, 8)

Allan Hancock College, Allan Hancock Joint Community College District 7 of 612. An orientation program called “AHC Connect” is presented at the beginning of fall and springsemesters. This program provides students with information regarding students services, a campustour, locations of their classrooms, and a chance to meet other new students to help establish a supportnetwork. Each semester, all information, dates and times for this orientation program are advertised inthe schedule of classes. In addition, information and an online registration form are also posted on thecollege web site. (1, 2, 10)3. The college provides printed resources such as the student planner, financial aid applications, thecollege catalog and the current class schedule. These resources cover college services; programs andprocedures; instructions in the use of the student planner; discussion of college expectations forstudent success, including review of student rights and responsibilities; explanation of the right toappeal and the processes for appealing the matriculation regulatory provisions, including pre- or corequisites;and a description of facilities and grounds. (1, 2, 3, 4, 5, 6, 7, 8, 10)4. Exempt students who elect not to participate in the orientation component may obtain a copy of thestudent planner from the counseling department. Written definitions of student rights andresponsibilities are published in the college catalog and in a condensed version in the schedule andthe student planner. The Matriculation Board Policy is included in the student planner, the catalogand the schedule of classes, in abbreviated format. (1, 2, 3, 4, 5, 8)5. If a student believes that assessment, orientation, counseling, course prerequisites, or any othermatriculation procedure or service is being applied in a discriminatory manner, an appeal may befiled with the Dean of Counseling and Matriculation. The student will be notified within ten (10)working days of the receipt of the appeal; of the college's proposed response to the complaint; andany additional steps which must be taken. (4, 5)6. Orientations are offered at all three campus centers on an ongoing basis as part of the STARTassessment testing process. An extended orientation class, Success in College, is offered.Orientations are provided to area high school juniors and seniors during spring visits to campus. Aone-week Noncredit Summer Bridge Institute is provided to new EOPS students. In addition, specialorientations are provided for students in the ESL program, the Learning Assistance Program, andother specific student interest groups, (e.g. nursing, theater, athletes, etc.) Special accommodationsfor orientation services will be made for other students as needed. (1, 2, 3, 4, 5, 6, 10)7. Additional orientations may be recommended to students through enrollment in Success in College,Career Awareness or Personal and Career Exploration courses. Study and library skills classes, Careerand Transfer Center programs, and ongoing counseling/advising provide additional orientations of amore specific nature. (1, 2, 3, 4, 5, 6, 10)8. On campus assessment, orientation and advising are scheduled for participating feeder high schools.Additionally, students are provided special interest tours of selected departments and the campus as awhole. (1, 2, 3, 4, 5, 10)9. Counselors attend college night programs at high schools to present parents and students withrelevant information. An extended orientation program for high school juniors and seniors and theirparents is presented at feeder high schools on Parent Nights. (1)10. Local high schools are furnished with catalogs, handbooks, and current articulation agreements. (1,4, 5, 7, 8)

Allan Hancock College, Allan Hancock Joint Community College District 8 of 6111. All students are informed through the college schedule of classes of the various matriculation servicesavailable to them. (1, 2, 8, 10)12. A variety of printed information is continually developed and updated to provide students andpotential students with information concerning college programs and services, academic expectationsand institutional procedures. (1, 2, 3, 4, 5, 6, 7, 8, 9)13. Students are offered the opportunity to evaluate the orientation process on a regular basis. (1, 2, 3, 4,5, 6, 7, 8, 9, 10)14. Student exemptions are based on multiple criteria indicated in Administrative Procedure 6903.01,which follows Board Policy 6903. The schedule of classes, the student planner, and appropriatehandouts also specify the criteria for exemption. (1, 2, 5, 7, 8, 9, 10)15. Students can identify their exemption status on registration forms. The schedule of classes alsoindicates the students' rights to decline participation in some matriculation services, includingorientation. (1, 2, 4, 7, 8, 9, 10)16. Online orientations are available on the college web site in English and Spanish to provide studentsand potential students with information concerning college programs, services, financial assistance,facilities and grounds, academic expectations, course scheduling and institutional procedures. (1, 10)

Allan Hancock College, Allan Hancock Joint Community College District 9 of 61Staffing for the Orientation Component:The following positions are involved in one or more of the activities listed for this component:4 Admissions and Records Staff1 Assessment Coordinator1 Athlete Retention Coordinator1 Career Technician2 Computer Programmer1 Counseling AssistantCounseling Intern (numbers vary by semester)9.7 Counselors – Full-time EquivalentCounselors – Part-time (numbers vary each semester)1 Dean, Counseling and Matriculation1 Director, Admissions and RecordsInstructor (numbers vary by semester)1 Matriculation Program Specialist (Temporary 170 day position)Student Services Program CoordinatorsStudent Services Technician (numbers vary by semester)Test Administrators – Part-time (numbers vary by semester)1 Tutorial Center Technician1 Veterans Technician1 Vice President, Student Services

Allan Hancock College, Allan Hancock Joint Community College District 10 of 613. ASSESSMENT COMPONENTAB 3 Title 5 Component Standards55520(c)1. Conduct assessment for all non-exempt students.78212(b)(3)(A)78212(b)(3)(B)78212(b)(3)(C)2. Administer assessment instruments to determine student competency in computationaland language skills.3. Assist students to identify their aptitudes, interests, and educational objectives.4. Evaluate students' study and learning skills.78213(a) 55521(a) 5. Use assessment instruments approved by the Chancellor.55521(b)55521(c)6. Use assessment instruments only for purpose for which they were developed orvalidated.7. Use multiple measures (other than two or more highly correlated instruments) forplacement, required and appropriate referral, or subsequent evaluation.78213(b)(2) 55521(e) 8. Use assessment instruments, methods or procedures in an advisory manner in theselection of academic courses and educational programs.55522 9. Provide modified or alternative services for the matriculation process (if necessary)for ethnic and language minority students and students with disabilities.78214(b)(3) 55532(a) 10. Adopt District governing board policies specifying criteria for exemption.55510(a)(5)55532(c)55532(d)55510(a)(4)11. Make exempted students aware that they may choose whether or not to participate inthis component.12. Ensure that exemptions from this component are not based upon specified solecriterion.13. Utilize computerized information services to implement or support assessmentservices.

Allan Hancock College, Allan Hancock Joint Community College District 12 of 61dissatisfied with his/her assessment, he/she may file an appeal with the Dean of Counseling andMatriculation. Students appealing an English placement or an ESL English placement are administered,respectively, the Accuplacer WritePlacer Plus and ESLWritePlacer writing sample. The writing samplesand placement results are forwarded to the appropriate department and the Dean of Matriculation andCounseling for final determination. Determinations on appeals are made within ten (10) days.Goals for the Assessment Component:1. Maintain the number of non-exempt students being assessed at a level of 95% or greater.2. Conduct assessment activities according to the regulations and standards of AB3 and Title 5.3. Continue research for validation of an ESL assessment and placement process to include multiplemeasures.4. Provide an assessment process that places students in math, writing, reading and ESL with the highestlevel of probability of success.5. Standardize the application of multiple measures on all placements.

Allan Hancock College, Allan Hancock Joint Community College District 13 of 61Activities for the Assessment Component:1. Allan Hancock College administers Chancellor's Office approved assessment instruments incomputational and language skills to non-exempt students on a regular basis throughout the academicyear and summer. (1, 2, 5, 6)2. The following multiple measures are collected and used for placement: placement test scores, highschool GPA, highest level of math completed, length of time since last math class, grade in last mathlevel, and indicators of possible learning disability. In addition, the following multiple measures arecollected and used for placement of ESL students: language spoken at home and on the job, andhighest level of education. (1, 2, 4, 7, 8, 9, 11, 12, 13)3. Modified or alternative services are provided for ESL students and students with disabilities, such as,extended test taking times, small or individual sessions, and/or the assistance of bilingual staff. (1, 9,11, 12)4. Counselors and faculty receive in-service training regarding the use of multiple measures forplacement, referral, and subsequent evaluation. The matriculation coordinator reviews the concept ofadvisory placement and multiple measures with faculty as part of the in-service training. (1, 2, 3, 5, 6,7, 8, 9, 11, 12, 13)5. Staff supervision, training and monitoring are ongoing activities to ensure that test scores are utilizedfor advisory purposes only. (8, 12)6. Students are provided a computerized printout of their test results. Orientation and counselingsessions inform them that assessment results are advisory. Counselors remind students that multiplecriteria must be considered before selecting courses and programs. These criteria are reviewed anddiscussed with students as referenced above in Activity #2. (8, 12)7. Student exemptions are based on multiple criteria indicated in Administrative Procedure 6903.01,which follows Board Policy 6903. The schedule of classes, the student planner, and appropriatehandouts also specify the criteria for exemption. (10)8. Students are informed in the schedule of classes, the college catalog, student planner, relevanthandouts, and on the Allan Hancock College web site of their right to matriculation services,including assessment, and the right to decline participation in some of those services. (1, 2, 8, 10, 11,12)9. During the process of selecting and initiating the use of new testing instruments and throughout thevalidation process, input from faculty and counselors is solicited and utilized. Ongoing studiesregarding usage will be reported to the staff in a timely fashion. (5, 6, 7, 8)10. Assessment instruments are used only for the purpose for which they were developed or validated.(1, 2, 5, 6, 7, 8)11. The Job Placement/Career Services office, University Transfer Center, personal developmentcourses, study and reading skills classes, special workshops, and the Learning Assistance Programprovide assessment of interests, and study and learning skills on an ongoing basis. Additionally,special academic programs (e.g. nursing, fire science, administration of justice, administration, etc.)conduct ongoing relevant evaluations of their prospective and enrolled students.

Allan Hancock College, Allan Hancock Joint Community College District 14 of 6112. Examples of assessment questions and study guides for the CELSA, CPT and COMPANION tests areavailable to students at various campus locations and on the college web site. (1, 2, 8, 10, 11, 12)13. A direct dial telephone extension provides students the opportunity to receive information regardingtesting dates and requirements for testing. Recordings are available in English and Spanish. (1)14. Monthly schedules of the assessment testing dates, times and locations are posted on the college website in a timely manner. (13)15. Student exemptions to assessment and all assessment scores are made available to counselors andappropriate staff on the college mainframe. Test scores and other multiple measures used forplacement, as listed in Activity #2, are also available through the mainframe. (13)16. The assessment data is used to identify at-risk students, non-enrolled testers and possible LearningAssistance Program candidates. Attempts are made to contact these individuals and direct them to theappropriate student services. (8, 9, 13)

Allan Hancock College, Allan Hancock Joint Community College District 15 of 61Staffing for the Assessment Component:The following positions are involved in one or more of the activities listed for this component:1 Assessment Coordinator1 Career Technician1 Counseling Assistant8.5 Counselor – Full-time EquivalentCounselor – Part-time (numbers vary each semester)1 Dean, Counseling and Matriculation1 Director, Job Placement Career Services1 Director, Institutional Research and PlanningLearning Assistant Program StaffESL StaffFaculty (primarily math, English and ESL – number vary by semester)3 Mental Health Counselors – Full-time1 Office Services Assistant I1 Research Analyst1 Student Worker (numbers vary each semester)Study and Reading Skills InstructorsTest Administrators and Proctors (numbers vary based upon need)Testing Lab Program Assistant

Allan Hancock College, Allan Hancock Joint Community College District 16 of 614. COUNSELING/ADVISEMENT COMPONENTAB 3 Title 5 Component Standards78212(b)(3)(D) 55520(g)(1),(2) 1. Make appropriate referral(s) to available support services and curriculum offerings.78212(b)(3)(E) 55520(d) 2. Provide advisement concerning course selection.55523(a)(4)78212(b)(4) 55523(a)(1) 3. Make reasonable efforts to ensure that probationary non-exempt students 55526participate in counseling.78212(b)(4) 55523(a)(2) 4. Make reasonable efforts to ensure that non-exempt students without a 55526declared educational goal participate in counseling.78212(b)(4) 55523(a)(3) 5. Make reasonable efforts to ensure that non-exempt students enrolled in pre-55526collegiate basic skills courses participate in counseling or advisement.55520(d)55523(a)(4)55523(b)55520(e)55525(a),(b)55530(d)55525(c)55525(c)6. Make counseling or advisement available to all non-exempt students.7. Provide counseling or advisement by appropriately trained counselors or staff in areasdeemed appropriate by the district.8. Provide assistance in selection of a specific educational goal anddevelopment of the student educational plan, including studentresponsibilities.9. Record the student educational plan in written or electronic form.10. Review, as necessary, the student educational plan, its implementation, and itsaccuracy related to students' needs.55201(f),(g) 11. Promptly inform students of their right to challenge (on specified grounds) a58106(c),(d),(e) pre- or co-requisite or limitation on enrollment; their responsibility forshowing that grounds exist for the challenge; and their right to file acomplaint of unlawful discrimination.55534(b)55534(a)55525(d)12. Inform students of procedures for filing complaint alleging unlawful 5525(d)discrimination the implementation of matriculation practices, includingalleged violation of process for developing student educational plan.13. Provide students with or direct them to written district procedures for:challenging matriculation regulatory provisions; district investigation and attemptedresolution of complaints; and methods by which district maintains such complaints.55522 14. Provide modified or alternative services for the matriculation process (if necessary)for ethnic and language minority students and students with disabilities.78214(b)(3) 55532(a) 15. Adopt District governing board policies specifying criteria for exemption.55510(a)(5)55532(c) 16. Make exempted students aware that they may choose whether or not to participate inthis component.

Allan Hancock College, Allan Hancock Joint Community College District 17 of 6155532(d)55510(a)(4)17. Ensure that exemptions from this component are not based upon specified solecriterion.18. Utilize computerized information services to implement or supportcounseling/advising activities.

Allan Hancock College, Allan Hancock Joint Community College District 24 of 61Goals for the Follow-up Component1. Provide intervention and follow-up services for non-exempt students (i.e. students with undecidedmajor, undeclared educational goals, and basic skills students).2. Continue to evaluate the system of early detection of academic difficulties including the developmentof computer applications for early alert, intervention, and follow-up services for all students..3. Maintain appropriate level of counseling and support staff to provide monitoring and follow-upservices for all credit students.4. Involve faculty in the process of early intervention and other follow-up activities designed formonitoring all credit students.5a. Formulate student educational plans to establish academic goal(s) for second and third timeprobationary students.5b. Formulate student educational plans to establish academic goal(s) for all credit students particularlystudents applying for financial aid, veteran’s benefits, and/or extended opportunities programservices.6. Provide in-service training to counseling staff to accommodate interventions and follow-up programservices, i.e., VTEA, 2+2 Program, athletic retention program, and College Now! Program.7. Provide student referral contacts to on-campus student services and to community agencies asappropriate.8. Support comprehensive intervention programs for ethnic, language minority, and disabled studentpopulations.9. Support existing mentoring programs and encourage participation of underrepresented students andmentors.10. Support peer counseling for ethnic and language minority students.11. Evaluate follow-up activities to determine effect on student success.12. Provide training for the electronic SEP for all counselors, financial aid workers, EOPS, DSP&S, Reentry,and others as needed.13. Follow-up on students who take the assessment test and participate in an advising session, yet fail toenroll in classes, i.e., because of low test scores, uncertainty of college’s expectations and procedures,etc. Additional intervention will be offered to those students to re-evaluate their academic/educationalgoal.

Allan Hancock College, Allan Hancock Joint Community College District 25 of 61Activities for the Follow-up Component1. Through the Early Alert Program, faculty members alert counselors through referrals to students whoare experiencing academic difficulty in their class. Students are contacted by the counseling andmatriculation department and appointments or referrals are made if appropriate. Work in progressreports may be utilized. (1,2,3,4,5)2. The Extended Opportunities Programs Services (EOPS) program, Learning Assistance Program(LAP), financial aid, veteran’s program, the counseling department, and athletic retention programsroutinely conduct academic progress checks. As funding, staff, and technology become available, theprocedure for early alert will be computerized to allow faculty to electronically submit data to thecounseling and matriculation department for follow-up. (1,2,3,4,5)3. Students with health or mental health problems are referred by faculty and staff to the college nurse ormental health counselors. Short term intervention and other college-based or community-basedsupport services are also provided or recommended. (1,2,3,4,5)4. The Transfer Center receives each semester a computerized list of students who identify their goal astransfer when they complete an admissions form through the matriculation process. Students arepersonally contacted and invited/encouraged to utilize student services of that program (applicationworkshop, appointments with college representatives, trips to four-year college campuses, AnnualTransfer Day event). (1,3,4,5)5. The Student Athlete Retention Program provides academic advising, study skills workshops andsubstance abuse awareness instruction for all Allan Hancock College (AHC) athletes. AHC requiresall first-time student athletes participating in intercollegiate sports enroll in a Personal DevelopmentCourse. The Athletic Department informally tracks its athletes following completion of theireducation and athletic participation at AHC. (1,2,3,4,5)6. The Job Placement Career Center serves as a support service to current students, prospective students,and alumni students who need assistance in choosing a major or a career. Students have access tovarious computer systems, current literature, videos, appropriate websites, and to the resourcesprovided at the annual job fair. Job placement career center services also assist students withpreparation for employment on and off campus and routinely surveys employers regarding studentsuccess. Many services are coordinated with the Learning Resources Center for use of a moreexpanded career library. (3,4,5)7. First time probationary students receive a letter encouraging them to seek counseling services.Second and third time probationary students receive letters notifying them of required counselingsessions, workshops, work in progress, and Plan of Action development. Congratulatory letters aremailed to those students who are successful on a semester or overall basis. (1,2,3,4,5)8. Computerized reports and blocks from registration exist to standardize and simplify implementationof the academic/progress probation policies. (1,2,3,4,5)9. Undecided students are informed of special workshops, seminars and services through the collegewebsite, letters, bulletins, and flyers. These are in addition to career classes, individual appointmentswith counselors and referrals to appropriate campus resources. (1,2,3,4,5)

Allan Hancock College, Allan Hancock Joint Community College District 26 of 6110. The college’s mainframe system allows the counseling and matriculation department to record thenumber of student contacts and pertinent student information through a computerized barcodingsystem. (2,3,4,5)11. A computerized student profile has been developed for each enrolled credit student which providesthe directory information, date of birth, goal/major, athletic status, assessment scores, exemptionstatus, current and prior AHC classes, if a student has been IGETC or CSU general educationcertified, awarded a degree and/or certificate, if the student has taken non-credit courses, providescodes if a student is on financial aid, with EOPS, GAIN, LAP, if a student is on probation, Veteransstatus, SEP, number of transcripts requested, date of most recent transcript request, and if a studentfile has been made. Contacts with the Counseling and Matriculation office are available under adifferent program. This may be provided upon request to faculty seeking to assist students.Confidentiality is stressed. (1,2,3,4,5)12. The lead counselor for the follow-up component works with computer services and the Director ofResearch and Planning to develop methods for evaluating the effectiveness of the follow upcomponent activities.

Allan Hancock College, Allan Hancock Joint Community College District 27 of 61Staffing for the Follow-up ComponentThe following positions are involved in one or more of the activities listed for this component:2 Academic Dean1 Administrative Secretary7 Admissions & Records Staff1 Associate Dean, Student Support Services (currently unfilled position)1 Athlete Retention CoordinatorAthletics Department1 Career Technician1 College Nurse2 Counselor – DSP&S2 Counselor - EOPS8.5 Counselor – Full-time Equivalent3 Counselor – Mental Health – Part-timeCounselor – Part-time (numbers vary each semester)1 Counseling Assistant1 Dean, Counseling and Matriculation1 Director, Admissions and Records1 Director, Institutional Research and PlanningESL Faculty (numbers vary each semester)Faculty (numbers vary each semester)1 Job Placement Technician1 Learning Disabilities Specialist1 Office Services Assistant1 Office Services TechnicianPersonal Development Instructor (numbers vary each semester)1 Re-Entry Coordinator1 Research Analyst2 Veterans Technician1 Vice President, Student Services

Allan Hancock College, Allan Hancock Joint Community College District 28 of 616. COORDINATION AND TRAINING COMPONENTAB 3 Title 5 Component Standards78216(b)(c)(3)55516, 55510(a)(3)55523(b) 1. Develop and implement a program for providing all faculty and staff withtraining appropriate to their needs with respect to provision of matriculationservices.a) Admissionsb) Orientationc) Assessmentd) Counseling/Advisemente) Follow-upf) Research and Evaluationg) Pre- and Co-requisites and Advisories55510(a)(4)2. Utilize computerized information services to implement or supportcoordination and training activities.

Allan Hancock College, Allan Hancock Joint Community College District 29 of 61Matriculation Plan: Coordination and Training ComponentThe dean of Matriculation and Counseling has been assigned as matriculation coordinator at AllanHancock College. Approximately fifty (50) percent of the dean’s assignment is designated to coordinatethe college's matriculation efforts. Matriculation training and coordination activities may also beconducted by other staff members who expend portions of their full-time assignments in this capacity.Goals for the Coordination and Training Component:1. Provide updated matriculation-related communication to all campus constituencies to develop anawareness, understanding, and appreciation for matriculation activities among campus communities.2. Provide in-service training to individuals involved in the provision of matriculation services.3. Involve all appropriate sectors of the campus in the development and refinement of matriculationprocedures.4. Identify and develop training programs and secure staff necessary to implement the college’smatriculation plan.5. Investigate methods of using the staff development process to maximize impact, avoid duplication,and utilize resources effectively to provide appropriate matriculation-related coordination andtraining.6. Strive to implement appropriate technologies in the areas of computerized services to facilitatecoordination and training.7. Provide an orientation to matriculation for all new faculty, administrators, and appropriatestaff.8. Promote the coordination of information to examine current assessment issues, including cutscores for English and math placement.

Allan Hancock College, Allan Hancock Joint Community College District 30 of 61Activities for the Coordination and Training Component:1. The matriculation coordinator regularly attends Region 6 matriculation coordination meetings andalso maintains contact with the matriculation unit of the California Community College Chancellor’sOffice in order to stay current with matriculation policies and procedures. (1.a -1.f)2. The matriculation coordinator conducts on-going, campus-wide training sessions to providematriculation information to faculty, administrators, and staff. (l.a-l.f)3. The matriculation coordinator regularly convenes the matriculation advisory committee todisseminate current campus, regional and statewide matriculation information. This campus-widecommittee reviews current procedures, policies, and reports, and provides guidance to thecoordinator. It further serves as a mechanism to disseminate information to its constituencies. (1.a-1.f, 2)4. Various matriculation subcommittees convene as need dictates, such as, selection of new assessmentinstruments, development of board policies and procedures, and the review and development ofprogress reports. The matriculation subcommittees also discuss and prepare recommendations andreport back to the matriculation advisory committee. (1.a – 1.f, 2)5. The matriculation coordinator, and the director of Admissions and Records discuss key aspects ofthe admissions component. The director of Admissions and Records is the primary training instructorfor the admissions and records staff. Training activities generally includes new procedures for dataentry and mainframe coding students’ matriculation status, transcript information, probation status,exemption status, etc. (1a, 2)6. The matriculation coordinator, assessment coordinator, matriculation program specialist, and thedirector of outreach and retention meet to review the new student orientation format. This includescontent, modes of delivery, and the provision of appropriate alternatives for bilingual services anddisabled students. (l.b, 2)7. The assessment coordinator meets with new test administrators to acquaint them with placement testsand available orientation options. A script of instructions is used to standardize the testing process.Test administrators are regularly informed of new and current procedures. (l.b, l.c, 2)8. The assessment coordinator attends regional and statewide conference to stay current in the areas ofassessment and administrative procedures. (l.c)9. Counseling staff receive in-service training to enhance their knowledge and understanding of thecurrent trends, methods, and techniques being applied in the areas of counseling and advising, andassessment. (l.b, l.c, 2)10. Coordination activities are regularly arranged with representatives of the English and mathdepartments, information technology services, the testing center, the counseling and matriculationdepartment, and the institutional research department. (l.a c, l.f, 2)11. All relevant written instructional materials, testing packets, study guides, and telephone recordingsfor START and ESL START information, are updated on a regular basis to reflect current assessmentpolicies and procedures. (l.c)

Allan Hancock College, Allan Hancock Joint Community College District 31 of 6112. On-going coordination and training in the areas of probation, undecided/undeclared students, andother retention programs, is provided by the counselors assigned to those special follow-up programs.(l.e, l.f, 2)13. For evaluation purposes, a tracking system is in place to provide staff with student intake informationand student status.14. Research activities include coordination with the research director and appropriate faculty and staff todevelop statistical measurements for student success, to disseminate that information, and to evaluatethe impact of the findings on the institution. (l.f, 2)15. The matriculation program specialist coordinates training efforts with information technologyservices staff to provide counselors and other faculty and staff with training in electronic and onlinestudent services. (2)16. At least two components of the college’s Matriculation Plan will be reviewed and revisedeach year. Updates resulting from this will be sent to the Chancellor’s Office on an annualbasis. (1)

Allan Hancock College, Allan Hancock Joint Community College District 32 of 61Staffing for the Coordination and Training ComponentThe following positions are involved in one or more of the activities listed for this component:6 Admissions and Records Technicians1 Admissions and Records Specialist1 Assessment Coordinator1 Counseling Assistant9.7 Counselors – Full-time Equivalent1 Matriculation Program Specialist – (temporary 170 day position)1 Dean, Counseling and Matriculation1 Director, Admissions and RecordsMatriculation Committee Members (numbers vary each semester)Program Coordinators (numbers vary each semester)Test Administrators (numbers vary each semester)

Allan Hancock College, Allan Hancock Joint Community College District 33 of 617. RESEARCH AND EVALUATION COMPONENTAB 3 Title 5 Component Standards78214(a) 55512(a) 1. Establish and maintain institutional research for evaluating efficacy of matriculationservices and remedial programs and services.55512(a)55512(a)2. Evaluate all assessment instruments to ensure that they minimize or eliminate culturalor linguistic bias and are being used in a valid manner.3. Determine whether any assessment instrument, method or procedure has adisproportionate impact on particular groups of students described in terms ofethnicity, gender, age or disability; where unjustified disproportionate impact isfound, develop plan to correct it.55512(a)(1) 4. Analyze degree of matriculation's impact on particular courses, programs andfacilities.78214(c)(1) 55512(a)(2) 5. Analyze degree to which matriculation helps students to define theireducational78214(b)(2)goals and objectives.78214(b)(6) 55512(a)(3) 6. Analyze extent to which matriculation promotes student success as evidenced55514(d) by student outcomes, persistence, skill improvement, grades, and goalattainment.78214(c)(2) 55512(a)(4) 7. Analyze degree to which matriculation assists district efforts to assess educationalneeds.78214(c)(3) 55512(a)(5) 8. Analyze degree to which matriculation matches district resources with students'educational needs.78214(b)(4) 55512(a)(6) 9. Analyze degreeto which matriculation provides students the specialize78214(c)(4) 55520(g) support services and programs to which they are referred.78214(b)(5)10. Determine ethnicity, sex and age of credit students.55514(a)55514(b)55514(c)55532(a)55514(f)11. Determine proportion of students of ethnic, gender, age and disability groups placedin pre-collegiate, associate degree-applicable, or transfer courses in reading, writing,computation, or ESL.12. Determine proportion of students of ethnic, gender, age and disability groups whoenter and complete pre-collegiate basic skills courses.13. Determine proportion of students of ethnic, gender, age and disability groups whocomplete pre-collegiate basic skills course and who subsequently enter and completeassociate degree-applicable courses.14. Record number of students exempted by category and grounds forexemption.

Allan Hancock College, Allan Hancock Joint Community College District 34 of 617. RESEARCH AND EVALUATION COMPONENT - CONTINUED55514(g)55514(h)55510(a)(4)15. Maintain numbers of students filing complaints (re: 55534) and the bases ofthose complaints.16. Document particular matriculation services received by each non-exempt student.17. Utilize computerized information services to implement or support research andevaluation activities.

Allan Hancock College, Allan Hancock Joint Community College District 35 of 61Matriculation Plan: Research and Evaluation ComponentThe goal statements below have been written to address the Component Standards. Each activitystatement is specifically linked to one or more component standard in the parentheses at the end of eachactivity statement.Goals for the Research and Evaluation Component:1. Maintain a functional matriculation research program that addresses the component standards.2. Ensure that all assessment instruments employed in the matriculation process are approved by theChancellor's Office, are being used in a valid manner, and minimize cultural and linguistic bias.3. Determine the degree of disproportionate impact resulting from the use of any assessment instrumentwith respect to ethnicity, gender age or disability; describe a plan of action to correct unjustifiedimpact, if found.4. Design and conduct a series of research studies which draw upon stored MIS information plusadditional survey information to determine the extent to which the matriculation program promotesstudent success as evidenced by student outcomes, persistence, skill improvement, grades and goalattainment (e.g., transfer, degree, certificate, personal satisfaction). These research studies will enablethe assessment of the impact of matriculation on students, staff, courses, programs, resources andfacilities.5. Analyze the student learning outcomes of the matriculation components to enhance the effectivenessof the matriculation process.6. Document the utilization of all of the components of matriculation in an orderly, consistent, andtimely fashion.

Allan Hancock College, Allan Hancock Joint Community College District 36 of 61Activities for the Research and Evaluation Component:1. In order to bring greater focus to Research and Evaluation issues, AHC employs a full-time Directorof Institutional Research and Planning who provides analytic support and review of matriculationresearch issues and interfaces with the Matriculation Committee and the Planning Committee. (1 )2. Document the student learning outcomes research conducted within each component of matriculation.(1,2)3. Conduct validation studies of assessment instruments. Correlate mid term or final grades with testscores to calculate placement validity coefficients for the reading, writing and mathematicsassessments for placement into English and math courses. (2,3)4. Using multivariate analysis, evaluate various test scores and additional independent variables, usingmid-term or final grades as a criterion to determine cut-off scores that will maximize the number ofsuccessful students and minimize the number of unsuccessful students. (3)5. Conduct studies to assure that placement decisions based upon cut-off scores do notdisproportionately impact individuals of ethnic, gender, age or disability groups. (3,10).6. Conduct studies to determine the proportion of students enrolled in pre-collegiate (basic skills),associate degree-applicable or transfer level courses in reading, English and mathematics as afunction of ethnic, gender, age and disability group. If particular groups are over or under representedin certain placement levels, solicit input from appropriate departments to determine what appropriateaction is required. (4,10,11)7. Conduct studies to determine the proportion of students who enter and complete pre-collegiate (basicskills) courses, as a function of ethnic, gender, age and disability groups. (10,1 1,12)8. Conduct studies to determine the proportion of students who complete pre-collegiate (basic skills)courses and subsequently enter and complete associate degree-applicable or transfer level courses inreading, writing and mathematics, as a function of ethnic, gender, age and disability groups.(10,11,12,13)9. Survey students to determine their satisfaction with matriculation activities and other supportservices. (5)10. Analyze placement data to project needed sections of math and English courses. (4,5,6,7,8)11. Analyze the impact of matriculation on enrollment. (4,5,6,7,8)12. Conduct student surveys and prepare reports that indicate level of student satisfaction with collegewideprograms and services. (1,5,6)13. Establish and maintain a student data base including all data elements required for MISimplementation, to allow the district to determine student educational and support service needs,goals and other important characteristics. (4,5,6,7,9,10,16,17)14. Generate frequencies for the number of matriculation related exemptions by type. (1 4)15. Maintain a file on all appeals and complaints regarding placement and assessment. (15)

Allan Hancock College, Allan Hancock Joint Community College District 37 of 6116. Maintain a record of the matriculation services received by each non exempt student in the college'smainframe computer which is accessible to all authorized personnel. Currently, counseling centers atall three sites are the areas for our Student Identification Program (Bar Code reader) which enables usto track specific matriculation services received by non-exempt and exempt students. Future analysisof these data will permit us to evaluate the impact of such services on student and college outcomes.(4,5,6,9,16,17)

Allan Hancock College, Allan Hancock Joint Community College District 38 of 61Staffing for the Research and Evaluation ComponentThe following positions are involved in one or more of the activities listed for this component:8.5 Counselors – Full-time Equivalent1 Dean, Counseling and Matriculation1 Director of Research and Planning1 Research AnalystFaculty (specifically math, English and ESL – numbers vary each semester)24 Matriculation CommitteeMIS Staff1 Vice President, Student Services

Allan Hancock College, Allan Hancock Joint Community College District 39 of 618. PREREQUISITES, COREQUISITES, AND ADVISORIES ONRECOMMENDED PREPARATIONTitle 5Component Standards58106(b) 1. District ensures open enrollment subject to health and safety considerations,facility limitations, etc., consistent with Board-adopted policies that identifysuch limitations and which require fair and equitable procedures fordetermining who may enroll in such courses. Local policies/procedures follow District Model exactly(see sections I.A. and II.C. of Model)Local policies/procedures differ from District Model (see attached)55201(b)(1) 2. Board-adopted policy establishes the process for establishing necessary and appropriateprerequisites, co-requisites and advisories and their respective level of scrutiny,including data collection where appropriate. Local policies/procedures follow District Model exactly(see sections I.C., II.A. and II.B. of Model)Local policies/procedures differ from District Model (see attached)55002(a)(2)(D) 3.Curriculum committee reviews course outline of record to determine ifassociate degree credit course shall require pre- and co-requisite to enhance students'likelihood of success. Local policies/procedures follow District Model exactly(see sections I.C.2. and I.C.3. of Model)Local policies/procedures differ from District Model (see attached)55201(e) 4. Communication or computation pre- or co-requisites for any course other55510(a)(6)than a communication or computation course are based oncontent review, sound data gathering research practices, and demonstrationthat student is highly unlikely to succeed without the pre- or co-requisite. Local policies/procedures follow District Model exactly(see sections I.C.2., I.C.3., II.A.l.c., II.A.l.g., and [where appropriate] II.A. 1.d.and/or 1.e. and/or 1.f of Model)Local policies/procedures differ from District Model (see attached)55002(a)(2)(E) 5. If the curriculum committee determines that success in associate degreecredit course is dependent on communication or computation skills, it establisheseligibility for enrollment in associate degree credit course(s) in English and/ormathematics as pre- or co-requisite(s). Local policies/procedures follow District Model exactly(see sections I.C.2., I.C.3., II.A.l.a. or 1.b. or 1.c. and 1.g., and [whereappropriate] II.A. 1.d. and/or 1.e. and/or 1.f. of Model)Local policies/procedures differ from District Model (see attached)55002(b)(2)(D) 6.Curriculum committee recommends establishment of pre- or co-requisite fornon-degree-applicable course, where appropriate. Local policies/procedures follow District Model exactly

Allan Hancock College, Allan Hancock Joint Community College District 40 of 61(see section I.C.2., I.C.3., II.A.1.b. or 1.c. and 1.g., and [where appropriate] II.A.1.d.and/or 1.f. of Model)Local policies/procedures differ from District Model (see attached)55201(b)(3) 7. Board-adopted policy specifies the process for periodically reviewing pre- and corequisites(at east once every six years) and advisories, including level of scrutiny and frequencyof review. Local policies/procedures follow District Model exactly(see section I.D. of Model)_____ Local policies/procedures differ from District Model (see attached)55002(a)(4) 8. District ensures that associate degree credit courses and pre-collegiate basic55002(b)(4)skills courses (including those with pre- and co-requisites) are taught by55201(b)(2)qualified instructors and in accord with course outline of record, particularlythose aspects of the course that are the basis for the pre- or co-requisite.___ Local policies/procedures follow District Model exactly(see section I.F. of Model)_____ Local policies/procedures differ from District Model (see attached)55202(g) 9. District determines students' satisfaction of a prerequisite prior to enrollment or permitsenrollment pending verification, and ensures that enrollment fees are promptly refunded tostudents who are involuntarily dropped from course for failure to successfully complete theprerequisite.___ Local policies/procedures follow District Model exactly(see section I.E. of Model)_____ Local policies/procedures differ from District Model (see attached)58106 10. District establishes procedures for determining who may enroll in courses for which there arelimitations on enrollment, provides for student challenges to the limitations on the groundsspecified in Title 5, handles challenges to enrollment limitation in a timely manner, and waivesthe enrollment limitation if the challenge is upheld.___ Local policies/procedures follow District Model exactly(see section I.A.2. and I.B. of Model)_____ Local policies/procedures differ from District Model (see attached)55201(f) 11. College resolves challenges (made on specified grounds) to pre- and co-requisites in atimely manner and, if the challenge is upheld, the student is allowed to enroll in the course orprogram.___ Local policies/procedures follow District Model exactly(see section I.A.2. and I.B. of Model)_____ Local policies/procedures differ from District Model (see attached)55202(a) 12. Pre- and co-requisites and advisories are identified in college publications and in the respectivecourse outline(s) of record.___ Local policies/procedures follow District Model exactly(see section I.A. and I.C. of Model)_____ Local policies/procedures differ from District Model (see attached)55202(d) 13. District ensures that pre-collegiate basic skills reading, writing or math courses that serve as

Allan Hancock College, Allan Hancock Joint Community College District 41 of 61pre- or co-requisites are offered with reasonable frequency and that the number ofavailable sections is reasonable given student need.___ Local policies/procedures follow District Model exactly(see section II.A.2. of Model)____ Local policies/procedures differ from District Model (see attached)

Allan Hancock College, Allan Hancock Joint Community College District 42 of 61Allan Hancock College has adopted the state model district policy on Pre/Co requisites and Advisories intotal. A copy of that policy is included in this section.Goals for the Pre- and Co-Requisite and Advisories Component:1. To implement fully the adopted policy of the Board of Trustees.2. To monitor each component of the district model policy to identify which are appropriate for AllanHancock College.3. Continue to develop a comprehensive pre- and co-requisite enforcement plan.4. Adjust the pre- and co-requisite enforcement plan as changes in technology provide improvedmethods for serving the institutional needs related to enforcement.

Allan Hancock College, Allan Hancock Joint Community College District 43 of 61Activities for the Pre- and Co-Requisite and Advisories Component:1. Faculty will follow the guidelines provided in the Information and Instruction Packet forPrerequisites, Co-requisites and Advisories.2. The Faculty Association will develop an agreement to teach in accordance with the course outline.3. The pre- and co-requisite subcommittee will ensure that an appeal process for enforced prerequisitesis developed and implemented.4. Counseling staff will implement and monitor the pre- and co-requisite enforcement plan.5. The pre- and co-requisite subcommittee meets every semester to evaluate the status of pre- andco-requisite enforcement and recommends appropriate changes.

Allan Hancock College, Allan Hancock Joint Community College District 44 of 61Staffing for the Pre- and Co-Requisite and Advisories Component:Allan Hancock College Academic Senate (numbers vary each semester).Allan Hancock College Faculty Association (numbers vary each semester).Allan Hancock College Matriculation Subcommittee on pre- and co-requisites and advisories(numbers vary each semester).9 Academic Department Chairs9.7 Counselors – Full-time EquivalentCounselor – Part-time (numbers vary each semester)1 Matriculation Program Specialist (temporary 170 day position)Curriculum Committee (Academic Planning and Policy)1 Dean, Counseling and Matriculation1 Director, Institutional Research and Planning1 Research Analyst1 Vice President, Instruction1 Vice President, Student Services

Allan Hancock College, Allan Hancock Joint Community College District 45 of 61Model District PolicyI. College Policies and ProceduresA. Information in the Catalog and Schedule of ClassesEach college shall provide the following explanations both in the college catalog and in the schedule ofclasses:1. Definitions of prerequisites, corequisites, and limitations on enrollment including the differencesamong them and the specific prerequisites, corequisite and limitations on enrollment which havebeen established.2. Procedures for a student to challenge prerequisites, corequisites, and limitations on enrollment andcircumstances under which a student is encouraged to make such a challenge. The information aboutchallenges must include, at a minimum, the specific process including any deadlines, the varioustypes of challenge that are established in law, and any additional types of challenge permitted by thecollege. i3. Define advisories on recommended preparation, the right of a student to choose to take a coursewithout meeting the advisory, and circumstances under which a student is encouraged to exercise thatright.B. Challenge ProcessEach college shall establish a process by which a student who does not meet a prerequisite or corequisiteor who is not permitted to enroll due to a limitation on enrollment but who provides satisfactory evidencemay seek entry into the class as follows:1. If space is available in a course when a student files a challenge to the prerequisite or co-requisite, thedistrict shall reserve a seat for the student and resolve the challenge within five (5) working days. Ifthe challenge is upheld or the district fails to resolve the challenge within the five (5) working dayperiod, the student shall be allowed to enroll in the course. If no space is available in the course whena challenge is filed, the challenge shall be resolved prior to the beginning of registration for the nextterm and, if the challenge is upheld, the student shall be permitted to enroll if space is available whenthe student registers for that subsequent term. ii2. Grounds for challenge shall include the following:a. Those grounds for challenge specified in Section 55201(e) of Title 5.b. The student seeks to enroll and has not been allowed to enroll due to a limitation on enrollmentestablished for a course that involves intercollegiate competition or public performance, or one ormore of the courses for which enrollment has been limited to a cohort of students. The studentshall be allowed to enroll in such a course if otherwise he or she would be delayed iii by a semesteror more in attaining the degree or certificate specified in his or her Student Educational Plan.c. The student seeks to enroll in a course which has a prerequisite established to protect health andsafety, and the student demonstrates that he or she does not pose a threat to himself or herself orothers. iv

Allan Hancock College, Allan Hancock Joint Community College District 46 of 613. The college shall formally establish a challenge process including:a. Who makes the determination of whether the challenge is valid. For challenges concerningacademic qualifications, the initial determination should be made by someone who isknowledgeable about the discipline, preferably someone qualified to teach in the discipline, butnot the person who is the instructor of the section in which the student wishes to enroll.b. What possibility of appeal exists. If the validity of the challenge is determined by one person andnot a committee, there must be an opportunity to appeal.c. The student has the obligation to provide satisfactory evidence that the challenge should beupheld. However, where facts essential to a determination of whether the student's challengeshould be upheld are or ought to be in the college's own records, then the college has theobligation to produce that information. vC. Curriculum Review ProcessThe curriculum review process at each college shall at a minimum be in accordance with all of thefollowing:1. Establish a Curriculum Committee and its membership in a manner that is mutually agreeable tothe college administration and the academic senate.2. Establish prerequisites, corequisites, and advisories on recommended preparation (advisories)only upon the recommendation of the academic senate except that the Academic Senate maydelegate this task to the Curriculum Committee without forfeiting its rights or responsibilitiesunder Section 53200-53204 of Title 5. Certain limitations on enrollment must be established inthe same manner. See II.C. below.3. Establish prerequisites, corequisites, advisories on recommended preparation, and limitations onenrollment only if:a. The faculty in the discipline or, if the college has no faculty member in the discipline, thefaculty in the department do all of the following.(1) Approve the course; vi and,(2) As a separate action, approve any prerequisite or corequisite, only if:(a) The prerequisite or corequisite is an appropriate and rational measure of astudent's readiness to enter the course or program as demonstrated by a contentreview including, at a minimum, all of the following:i. involvement of faculty with appropriate expertise;ii. consideration of course objectives set by relevant department(s)(the curriculum review process should be done in a manner that is in accordance withaccreditation standards);iii.be based on a detailed course syllabus and outline of record, tests,

Allan Hancock College, Allan Hancock Joint Community College District 47 of 61related instructional materials, course format, type and number ofexaminations, and grading criteria;iv.iv.specification of the body of knowledge and/or skills which are deemednecessary at entry and/or concurrent with enrollment;identification and review of the prerequisite or corequisite whichdevelops the body of knowledge and/or measures skills identifiedunder iv.v. matching of the knowledge and skills in the targeted course (identifiedunder iv.) and those developed or measured by the prerequisite or(i.e., the course or assessment identified under v.); andcorequisitevii.maintain documentation that the above steps were taken.(b) The prerequisite or corequisite meets the scrutiny specified in one of the following: II.A.1 a. through A.1.g. and specify which. vii(3) Approve any limitation on enrollment that is being established for an honors course orsection, for a course that includes intercollegiate competition or public performance, orso that a cohort of students will be enrolled in two or more courses, and, in a separateaction, specify which.(4) Approve that the course meets the academic standards required for degree applicablecourses, non-degree applicable courses, non-credit courses, or community servicerespectively. viii(a) Review the course outline to determine if a student would be highlyunlikely to receive a satisfactory grade unless the student hadknowledge or skills not taught in the course. If the student would needknowledge or skills not taught in the course then the course may beapproved for degree applicable credit only if all requirements forestablishing the appropriate prerequisite have been met excepting onlyapproval by the Curriculum Committee.(b) Review the course outline to determine whether receiving asatisfactory grade is dependent on skills in communication orcomputation. If receiving a satisfactory grade is sufficiently dependenton such skills, then the course may be approved for degree applicablecredit only if all requirements have been met for establishing aprerequisite or corequisite of not less than eligibility for enrollment toa degree-applicable course in English or mathematics, respectively. ix(c) A course which should have a prerequisite or corequisite as providedin (a) or (b) but for which one or more of the requirements forestablishing a prerequisite have not been met may only: x(1) Be reviewed and approved pursuant to the standards for non-degree applicablecredit, non-credit, or community service; (Section 55002) or(2) Be revised and reviewed as required to meet the criteria for establishing thenecessary prerequisites or corequisites. xi

Allan Hancock College, Allan Hancock Joint Community College District 48 of 61D. Program Reviewb. The Curriculum Committee also reviews the course and prerequisite in a manner that meetseach of the requirements specified in I.C.3.a.(1)-(4).As a regular part of the Program Review process or at least every six years, the college shall review eachprerequisite, corequisite, or advisory to establish that each is still supported by the faculty in the disciplineor department and by the Curriculum Committee and is still in compliance with all other provisions ofthis policy and with the law. Prerequisites or corequisites established between July 6, 1990, and October31, 1993, shall be reviewed by July 1, 1996. Any prerequisite or corequisite which is successfullychallenged under subsections (1), (2) or (3) of Section 55201(f) shall be reviewed promptly thereafter toassure that it is in compliance with all other provisions of this policy and with the law.E. Implementing Prerequisites, Corequisites, and Limitations on EnrollmentImplementation of prerequisites, corequisites, and limitations on enrollment must be done in someconsistent manner and not left exclusively to the classroom instructor. Every attempt shall be made toenforce all conditions a student must meet tobe enrolled in the class through the registration process so that a student is not permitted to enroll unlesshe or she has met all the conditions or has met all except those for which he or she has a pendingchallenge or for which further information is needed before final determination is possible of whether thestudent has met the condition. xiiF. Instructor's Formal Agreement to Teach the Course as DescribedEach college shall establish a procedure so that courses for which prerequisites or corequisites areestablished will be taught in accordance with the course outline, particularly those aspects of the courseoutline that are the basis for justifying the establishment of the prerequisite or corequisite. The processshall be established by consulting collegially with the local academic senate and, if appropriate, the localbargaining unit.II. Review of Individual CoursesIf the student's enrollment in a course or program is to be contingent on his or her having met the proposedprerequisite(s) or corequisite(s), then such a prerequisite or corequisite must be established as follows. Ifenrollment is not blocked, then what is being established is not a prerequisite or corequisite but rather anadvisory on recommended preparation and must be identified as such in the Schedule and Catalog.Establishing advisories does not require all the following steps. (See II.B below.)A. Prerequisites and Corequisites1. Levels of ScrutinyPrerequisites and corequisites must meet the requirements of at least one of the followingsubsections: xiiia. The Standard Prerequisites or Corequisites xiv

Allan Hancock College, Allan Hancock Joint Community College District 49 of 61Each college may establish satisfactory completion of a course xv as prerequisite or corequisite foranother course provided that, in addition to obtaining the review of the faculty in the discipline ordepartment and the curriculum committee as provided above, the college specifies as part of thecourse outline of record at least three of the campuses of the University of California and theCalifornia State University which reflect in their catalogs that they offer the equivalent coursewith the equivalent prerequisite(s) or corequisite(s). Any combination of University of Californiacampuses and California State University campuses is acceptable in satisfaction of thisrequirement.b. Sequential Courses Within and Across Disciplines xviA course may be established as a prerequisite or corequisite for another course provided that, inaddition to the review by faculty in the department or discipline and by the CurriculumCommittee as described above skills, concepts, and/or information taught in the first course arepresupposed in the second course, and a list of the specific skills and/or knowledge a student mustpossess in order to be ready to take the second course is included in its outline or record.c. Courses in Communication or Computation SkillsPrerequisites establishing communication or computational skill requirements may not beestablished across the entire curriculum unless established on a course by course basis. A coursein communication or computation skills, or eligibility for enrollment in such a course, may beestablished as a prerequisite or corequisite for any course other than another course incommunication or computation skills if, in addition to the review by the faculty in the disciplineor department and by the Curriculum Committee as provided above, the following is also done:(1) A list of the specific skills a student must possess in order to be ready to take the course isincluded in the course outline of record; and(2) Research is conducted as provided in II.A. 1.g.(3) The prerequisite or corequisite may be established for a period of not more than two yearswhile the research is being conducted provided that a determination is made that a studentwho lacks the particular skills is highly unlikely to receive a satisfactory grade because asufficient percentage of the grade is directly dependent on these skills. xvii This determinationmust be approved both by the faculty in the discipline as provided in I.C.3.a and by theCurriculum Committee as provided in I.C.3.b and must be based on a review of the syllabusas well as samples of tests and other assignments on which the grade is based. xviiid. Cut Scores and PrerequisitesWhether or not research is required to establish a prerequisite, data collected to validateassessment instruments and cut scores is always relevant to reviewing the prerequisites for theassociated courses. xix If such data are insufficient to establish the cut scores, any courseprerequisites established for the same course or courses may not be printed in subsequent catalogsand schedules nor enforced in subsequent semesters until the problems are resolved, andsufficient data exist to establish the cut scores. In such a case, the collection of this data shall bedone in the manner prescribed in II.A.l.g of this policy in addition to other requirements of law. xxSuch a prerequisite may be changed to an advisory on recommended preparation while theproblems are being resolved.e. Programs

Allan Hancock College, Allan Hancock Joint Community College District 50 of 61In order to establish a prerequisite for a program, the proposed prerequisite must be approved asprovided for a course prerequisite in regard to at least one course that is required as part of theprogram. xxif. Health and Safety xxiiA prerequisite or corequisite may be established provided that, in addition to the review byfaculty in the department or division and by the Curriculum Committee as provided above:(1) The course for which the prerequisite is proposed is one in which the student mightendanger his or her own health and safety or the health and safety of others; and(2) The prerequisite is that the student possess what is necessary to protect his or her healthand safety and the health and safety of others before entering the course.f. Recency and Other Measures of ReadinessRecency and other measures of readiness may be established as a prerequisite or corequisite onlyif, in addition to the review by the faculty in the discipline or department and by the CurriculumCommittee as provided above, the following is also done:(1) A list of the specific skills a student must possess in order to be ready to take the courseis included in the course outline of record.(2) Data are gathered according to sound research practices in at least one of the followingareas:(A) The extent to which students, those currently enrolled in the course or those whohave completed it, believe the proposed prerequisite to corequisite is necessary.(B) Comparison of the faculty members' appraisal of students' readiness for the courseto whether students met the proposed prerequisite or corequisite. The facultyappraisal could be done atany time in the semester that the college determined was appropriate and based onindependent assignments, quizzes and exams, participation in class, or otherindicators that the student was or was not ready to take the course.(C) Comparison of students' performance at any point in the course with completion ofthe proposed prerequisite or corequisite. xxiii(D) Comparison of student performance in the course to their scores on assessmentinstruments in the manner required to validate an assessment instrument and cutscores for the course in question as described in II.A.1.d.(3) The standard for any comparison done pursuant to II.A.2.(A)(D) shall be that a student ishighly unlikely to receive a satisfactory grade in the course unless the student has met theproposed prerequisite or corequisite. xxiv The research design, operational definition, andnumerical standards, if appropriate, shall be developed by research personnel, disciplinefaculty, and representatives of the Academic Senate. If the evidence fails to meet thestandard established, each college may establish the proposed prerequisite or corequisite

Allan Hancock College, Allan Hancock Joint Community College District 51 of 61as a recommended preparation and may seek to establish it as a prerequisite or corequisiteonly by following the process described in this policy and any applicable college policies.(4) If the Curriculum Committee has determined as provided in I.C.3.A.(4)(a) or (b) that anew course needs to have a prerequisite or corequisite, then the prerequisite or corequisitemay be established for a single period of not more than two years xxv while research isbeing conducted and a determination is being made, provided that(A) All other requirements for establishing the prerequisite or corequisite have alreadybeen met; and(B) Students are informed that they may enroll in the course although they do not meetthe prerequisite. However, students who lack the prerequisite may not constitutemore than 20% of those enrolled in any section of the course. xxvi(C)Prerequisites and corequisites which are exempt from review at the time they are, orwere, established, as provided in Section 55201(d), are not eligible for thisexception, and the research must be conducted during the six years before theymust be reviewed. (See I.D. above.)2. Additional RulesTitle 5, Section 55202 specifies additional rules which are to be considered part of this document asthough reproduced here.B. Advisories on Recommended PreparationEach college may recommend that a student meet a standard of readiness at entry only if recommended bythe faculty in the discipline or department and by the Curriculum Committee as provided in I.C. above.This process is required whether the college used to describe such recommendations in its catalog orschedule as "prerequisites," or "recommended," or by any other term.C. Limitations on EnrollmentThe types of limitation on enrollment specified below xxvii may only be established through the curriculumreview process by the discipline or department faculty and the Curriculum Committee specified aboveincluding the requirement to review them again at least every six years, for example, as part of programreview. The following requirements must also be met in order to establish these particular limitations onenrollment.1. Performance CoursesEach college may establish audition or try-out as a limitation on enrollment for courses that includepublic performance or intercollegiate competition such as but not limited to band, orchestra, theater,competitive speech, chorus, journalism, dance, and intercollegiate athletics provided that:a. For any certificate or associate degree requirement which can be met by taking this course, thereis another course or courses which satisfy the same requirement; and

Allan Hancock College, Allan Hancock Joint Community College District 52 of 61b. The college includes in the course outline or record a list of each certificate or associate degreerequirement that the course meets and of the other course or courses which meet the samerequirement.c. Limitations on enrollment established as provided for performance courses shall be reviewedduring program review or at least every six years to determine whether the audition or try-outprocess is having an disproportionate impact on any historically underrepresented group and, ifso, a plan shall be adopted to seek to remedy the disproportionate impact. xxviii If disproportionateimpact has been found, the limitation on enrollment may not be printed in subsequent catalogs orschedules nor enforced in any subsequent term until such a plan has been endorsed by thedepartment and the college administration and put into effect. (See also Sections 55502(e) and55512.)2. Honors Courses xxixA limitation on enrollment for an honors course or an honors section of a course may be establishedif, in addition to the review by the faculty in the discipline or department and by the CurriculumCommittee as provided above, there is another section or another course or courses at the collegewhich satisfy the same requirements. If the limitation is for an honors course and not only for anhonors section, the college must also include in the course outline of record a list of eachcertificate or associate degree requirement that the course meets and of the other course or courseswhich meet the same associate degree or certificate requirement.3. Blocks of Courses or Sections xxxBlocks of courses or blocks of sections of courses are two or more courses or sections for whichenrollment is limited in order to create a cohort of students. Such a limitation on enrollment may beestablished if, in addition to review by the faculty in the discipline or department and by theCurriculum Committee as provided above, there is another section or another course or courses whichsatisfy the same requirement. If the cohort is created through limitations on enrollment in the coursesrather than limitations on specific sections of courses, then the college must include in the courseoutline of record a list of each certificate or associate degree requirement that the course meets and ofthe other course or courses which satisfy the same associate degree or certificate requirement.

Allan Hancock College, Allan Hancock Joint Community College District 53 of 61ATTACHMENTS:ORGANIZATION CHARTMATRICULATION COMMITTEEMATRICULATION SUBCOMMITTEES

Allan Hancock College, Allan Hancock Joint Community College District 54 of 61Matriculation Committee2006-073633 Jim West, Dean - Counseling and Matriculation (Chair) (A)3222 Ray Hobson, Dean – Academic Affairs (A)3261 David Humphreys, Dean Academic Affairs (A)3537 Paul Murphy, Dean Academic Affairs (A)3486 Linda Gabrielson, Dean – Academic Affairs (A)3325 Ardis Neilsen, Dean – Community Education (A)5205 Hector Alvarez, Counselor – Lompoc Valley Programs(F)(Executive Dean Off Campus Programs designee)3230 Carol Van Name – Director, Computer Services (Wayne Johnson) (M)Sal Castillo, Director – Institutional Research & Planning(M)Vacant, Director – Outreach & Retention(M)3294 Chris Zarate, Department Chair – Counseling (F)3293 Veronica Sanchéz, Follow-Up Specialist/Counselor (F)Vacant, Faculty Association(F)3672 Karen Tait, Academic Policy & Planning (F)3519 Kate Adams, Department Chair – Language Arts (F)3548 Krystyna Musev, Math Representative (F)3364 Sharon Alldredge, Coordinator of Assessment (C)3752 Angela Caballero de Cordero – Noncredit Matriculation Coordinator (F)Julie Miles, Matriculation Specialist(C)3579 Rosa Olmedo, ESL Coordinator (F)3380 Mark Malangko, Director – DSP&S (M)3272 Marian Quaid-Maltagliati, Interim Director – Admission & Records (M)3842 Regina Smith, Grants Specialist (C)3632 Cynthia Fuggs, Administrative Secretary I (CSEA Rep 1) (C)3233 Shirley Rorabaugh, Coordinator – VetAffairs/Scholor. (CSEA Rep 2) (C)Chase Aquino – ASBG Rep(S)cc: José Ortiz, Superintendent/President (Ex-officio Member) (A)Roger Welt, Interim V.P. – Student Development & Services(A)(Ex-officio Member)Betty Inclan, Assoc. Superintendent/Vice President ((Ex-officio Member)(A)Christine Reed, Transfer Center Counselor/Coordinator(F)Vacant, Dean – Lompoc Valley Programs(A)Stephen O’Neil – President, Academic Senate(F)Will Bruce, EOPS(A)(A-Administration; M-Management; F-Faculty; AF-Associate Faculty; C-Classified; S-Student)

Allan Hancock College, Allan Hancock Joint Community College District 55 of 61MATRICULATION SUBCOMMITTEES:ADMISSIONSASSESSMENTBUDGETCOUNSELING AND ADVISING – High School STAR, SEPNONCREDIT MATRICULATIONORIENTATION – ESL, PassportPRE / CO-REQUISITESPROGRESS REPORT / PLANRESEARCH & EVALUATIONSTUDENT FOLLOW-UP – Probation Review, High Risk StudentTRAINING AND COORDINATION

Allan Hancock College, Allan Hancock Joint Community College DistrictPage 56 of 61COLLEGE MATRICULATION PLANBUDGETAB 3 Title 5 Component Standards78211.5(b) 1. State matriculation allocation is used only for matriculation servicesapproved by the Chancellor.yes X no78211.5 55518(b) 2. District provides at least three-to-one dollar match of state matriculationallocation.yes X no55512(b) 3. District provides for a review of the revenue and expenditures ofmatriculation as part of annual district audit.yes X no

Allan Hancock College, Allan Hancock Joint Community College DistrictPage 57 of 61Footnotes and additional information:1. Colleges should also publish this information in the student handbook, if the collegespublishes one, or in whatever other documents that are published to assist students inunderstanding college rules and procedures.2. The college has an obligation to resolve challenges in a timely manner. [See Section55201(e).] However, the student should not wait until the last minute to file thechallenge. If the college could not meet the one-week timeline, it could reserve a seat forthe student or make provision in its policies on maximum class size to exceed the set sizefor such a student.3. If other courses are available which meet the same requirement, the student is not beingdelayed. There is no obligation to honor a students preference. The point is that this typeof limitation on enrollment should not even be established unless alternative choices existto meet any graduation requirement satisfied by taking the performance course.4. The Federal Governments Americans with Disabilities Act of 1990 requires further that ifa student with a disability seeks admission to a course which has a prerequisite designedto protect health and safety, then the burden is on the college to establish that there is noaccommodation available that would protect health and safety and permit the student toenroll without undue costs to the district.5. For example, if a student challenges on the basis of claiming that a prerequisite was notestablished properly, that the student must show some legitimate reason for believing thatthe prerequisite was not established properly. However, if the student makes a primafacie case, the college must then produce the relevant information from its own files andnot expect the student to request the files and search out the information.6. The main point here is that the faculty, and the curriculum committee as well, mustapprove the prerequisite as a separate action from any approval of the course. However, itis not required that the faculty in the department in fact approve the course, althoughthere are obvious reasons why that is recommended good practice. Title 5 requires onlyapproval of the course by a curriculum committee that is a committee of the AcademicSenate or established in a manner agreeable to the Senate and the campus administration(Section 55002). Title 5 further requires that prerequisites and all academic andprofessional matters be matters for the board to rely primarily on the Senate or reach jointagreement with it. (Sections 53200 et seq.)vii.It is strongly encouraged that this review be based on the actual syllabus, texts, and testsfor the course. Only in that way is it possible to determine not merely what the coursetheoretically should be requiring students to know but, rather, what in practice the courseactually does require students to know. If the course is new and exams have not yet beenwritten, an advisory could be established instead of a prerequisite or the instructor could

Allan Hancock College, Allan Hancock Joint Community College DistrictPage 58 of 61prepare sample tests and submit them at the same time the course is being proposed. Ifthe prerequisite or corequisite is required for the course to be approved for degreeapplicable credit, then the instructor shall be required to submit sample tests at the sametime the course is being proposed.viii.ix.Individual courses will need to be reviewed first to determine whether, if appropriateacademic standards are upheld, the students would need to have met a prerequisite orenroll in a corequisite: When the college and/or district curriculum committeedetermines, based on a review of the course outline of record, that a student would behighly unlikely to receive a satisfactory grade unless the student has knowledge or skillsnot taught in the course, then the course shall require prerequisites or corequisites whichare established, reviewed, and applied in accordance with the requirements of Article 2(commencing with Section 55200), and if Success in the course is dependent uponcommunication or computation skills, then the course shall require. . . as pre- orcorequisites eligibility for enrollment in associate degree credit courses in English and/ormathematics, respectively. [Section 55002(a)(2)(E), emphasis added] Secondly, thetexts and other grading criteria for the course would need to be examined to see whetherin actual fact the students do need to have the indicated skills or knowledge. If a courseshould require a prerequisite as determined by the first review, but does not meet thecriteria required for establishing the prerequisite, then it must be revised so it does meetthat standard, or it may not be offered as a degree applicable credit course.See II.A.1.c.(3) for the treatment of a course which would be required to have aprerequisite or corequisite in order to be a degree applicable course but for which data isnormally required before such a prerequisite or corequisite could be established.x. It is possible to have degree applicable courses which have no prerequisites at all. Forexample, although reading would be assigned in an art history class, it might be possibleto learn enough through visual and auditory means to get a satisfactory grade eventhough the student had difficult with the reading and, yet, the level of instruction becollegiate.xi.xii.For example, the committee receives a proposal for a physics course that is described asrequiring calculus. The curriculum committee would first determine whether a calculusprerequisite seemed necessary to the course being taught at the indicated level. Since thiscourse would appear to need a calculus prerequisite, the second step is to see whether allthe requirements have been met for establishing such a prerequisite. If they have not, thenthe committee could not approve the course unless either (a) the further work was done tomeet all the requirements for a prerequisite; or (b) the course was approved only for nondegreeapplicable credit, non-credit, or community service.For example, this further information might require waiting for a final grade from theprevious semester to be submitted or an assessment test to be scored. If a college is notable to put information into its data base from the transcripts of all students transferringinto the college, it could simply inform the sutdent that, according to their data, he or she

Allan Hancock College, Allan Hancock Joint Community College DistrictPage 59 of 61has not met the prerequisite. If the student believes a course taken at another institutionshould satisfy the prerequisite, the student could then file a challenge and be enrolled inthe course pending the resolution of the challenge. A college may also routinely askstudents at the time of registration if they have met the prerequisite for the course inquestion and permit the student to enroll if the student says he or she has met theprerequisite. The college must then routinely check to confirm that the student has indeedmet the prerequisite and, if not, the students enrollment be canceled even if instructionhas already begun.xiii.xiv.xv.xvi.xvii.Certain types of prerequisites need not be reviewed in this way until the next time theprogram of which they are a part is due for Program Review. See Section 55201(d).This section would allow the standard and obvious prerequisites to be established with aminimum of review, enhancing the transfer function in particular and allowing for theresources of the college to be expended on the problematic cases. Examples that would fitwell here are standard science class prerequisites or standard foreign language classes.Since this section is intended for very common cases, a college that is having difficultyfinding three UC or CSU campuses that have the same prerequisite and the same coursesshould instead seek to establish the prerequisite under another subsection. However, theCAN system might provide a quick source of information on which campuses teach themost common courses. The Subject A English course is required by all UC campuses as aprerequisite for English composition classes.Some courses have more than one prerequisite. Each prerequisite would have to beapproved as provided.Vocational courses often have obvious prerequisites, but the courses are not offered atenough UC or CSU campuses to meet the requirements of II.A.1.a. Although most suchprerequisites would be within the discipline, others would not. For example, the healthprofessions commonly have prerequisites outside the discipline such as anatomy andphysiology for nursing. The same level of scrutiny could be used for establishing onecourse in reading or writing courses as a prerequisite for another course in reading orwriting except that such prerequisites would need to be changed to advisories onrecommended preparation if the data collected to establish cut-off scores on assessmenttests were not sufficient for that purpose. See II.A.1.e. below.That percentage need not be so high that the student who lost all those points would becertain to obtain an unsatisfactory grade. For example, if the student would lose 25% ofthe total points possible by failing the research paper assignment, then he or she couldreceive a C only be obtaining more than 90% of the remaining points, a very difficulttask.xviii. For example, if calculus is required and if problems involving calculus are on the examsbut there are also extra credit opportunities sufficient to offset point lost by lacking theknowledge of calculus, then calculus is not in fact necessary. If material that is presentedin reading assignments tested is also presented in class, so that it is realistic that a student

Allan Hancock College, Allan Hancock Joint Community College DistrictPage 60 of 61with less than the recommended reading skills could nonetheless learn the materialthrough the classroom presentations, then that level of reading preparation should only bean advisory on recommended preparation rather than a prerequisite.xix.xx.xxi.xxii.Assessment tests and cut scores may only be established in the manner prescribed inAStandards, Policies and Procedures of the Evaluation of Assessment Instruments Usedin the California Community Colleges, August, 1992.These requirements are spelled out in the document referenced in the previous footnote.If a college wishes to establish requirements to complete a course or courses beforeadmission to a program in order to establish priorities for admission to the program, sucha requirement may only be established as provided in Section 58106 of Title 5 onenrollment priorities. For example, nursing programs sometimes require completion of allrequirements for the associate degree prior to admission to the nursing program itself.Districts should also review the applicable provisions of the Federal GovernmentsAmericans with Disabilities Act of 1990 in regard to any requirements that applyspecifically to students with disabilities.xxiii. Student performance could be measured using final grades, or it could be measured usingtheir performance up to any point as early as six weeks into the course. The later the datechosen for measuring student performance, the more extraneous factors like change inwork schedule or personal illness will also affect the data. The option described ing.(2)(b) above would permit the instructor to adjust for such irrelevant factors and evenfor the student who is doing the work but unsuccessfully or provide for these otherfactors in some other way in the research design. On the other hand, others believe thatthe use of faculty perception is more subjective and grades more objective. This issue isleft for discussion at the campus, since all of these approaches are legitimate researchmethodologies, and there are no conclusive reasons to require any one of them.xxiv. This standard, that a student is highly unlikely to receive a satisfactory grade in thecourse unless the student has met the proposed prerequisite, is not an additional measurebut, rather, is the point of whatever measure is used. Whether the comparison is withstudent final grades or with a midterm grade or student satisfaction with the prerequisiteor faculty assessment of student preparation, the point is to confirm that the studentwould be unlikely to succeed unless he or she met the prerequisite.xxv.Although this language would permit two years of grace, the intent is that normally theissue would be resolved during the first year. A second year is permitted only ifunanticipated problems arise in the data collection process itself such that the data arelost or are rendered meaningless or unintelligible.xxvi. Provision is made here for admitting students who have not met the prerequisite sincecollecting meaningful data on the value of the prerequisite requires being able to comparestudents who did meet it to students who did not. However, since a prerequisite of this

Allan Hancock College, Allan Hancock Joint Community College DistrictPage 61 of 61type has been judged to be vital to maintaining academic standards, the qualified studentsshould be at least 80% of any section of the course. The college might implement thisprovision through labeling such prerequisites as provisional and, then, permittingindividual students to challenge on that basis. The college may also simply program itscomputer to permit students to enroll on a first-come, first-served basis and, until the20% limit is reached, permit students who do not have the prerequisite to simply enroll inthe regular registration process. In any case, the issue of how to implement this provisionis left to the district or college to determine so long as students are notified of their rightunder this section and so long as students who lack the prerequisite are in some mannerlimited to not more than 20% of the total enrollment in any one section.xxvii. These limitations on enrollment are academic matters and need to be established throughthe curriculum process. Other limitations on enrollment may also be determine to beacademic and professional matters as provided in Section 53200 et seq., or be included incollective bargaining agreements or be imposed by outside agencies such as firedepartments. This document should not be interpreted to require or encourage anyparticular method for establishing other limitations on enrollment.xxviii. The determination of disproportionate impact should normally be done by comparingstudents enrolled in the course to the general student population.xxix. If the honors section is a separate course, and an articulation agreement exists that treatsthe course differently upon transfer or if there are other extrinsic, concrete benefits totaking the honors course, then restriction on enrollment should be established as providedfor prerequisites rather than as provided here for limitations on enrollment.xxx.The Puente Program is perhaps the most well-known example of such a program.