RACIAL EQUITY TEAM (RET) GUIDELINES

2018-2019

Coaches, Contacts, Resources to support Racial Equity

throughout Seattle Public Schools

Department of Racial Equity Advancement

1

Table of Contents

WHY RACIAL EQUITY TEAMS: .................................................... 2

THEORY OF ACTION BEHIND RETS: ........................................................................................... 2

THE RET WORK AS DEFINED BY THE CERTIFICATED COLLECTIVE BARGAINING

AGREEMENT .......................................................................................................................................... 3

THE POLICY #0030 ENSURING EDUCATIONAL AND RACIAL EQUITY ......................... 4

RACIAL EQUITY TEAM COACHES 2018-2019 ............................................................................ 5

SATURDAY INSTITUTES: INDUCTION YEAR AND ANNUAL

GATHERINGS .................................................................................... 6

FAQ ON THE RET STIPEND AND EXTRA TIME PROCESS:..................................................... 7

EXTRA TIME ........................................................................................................................................... 8

RACIAL EQUITY TEAM RESPONSIBILITIES ............................... 9

YOU AND YOUR TEAM ...................................................................................................................... 9

YOUR TEAM AND THE SCHOOL SITE .......................................................................................... 9

YOUR TEAM AND YOUR DISTRICT ............................................................................................ 10

YOUR COACHES AND YOUR DISTRICT SUPPORTS ............................................................ 10

TOOLS AND PAPERWORK: ....................................................... 11

NORMS: ................................................................................................................................................ 11

CONVERSATION AGREEMENTS: ................................................................................................. 11

A GREAT PLACE TO START BUILDING: COMMON UNDERSTANDING ........................ 11

EQUITY ANALYSIS CONVERSATION QUESTIONS: .............................................................. 12

GLOSSARY: .......................................................................................................................................... 14

MULTICULTURAL COMPETENCY FRAMEWORK .................................................................. 16

EQUITY LITERACY ........................................................................................................................... 17

AGENDA TEMPLATE/SAMPLE #1 .................................................................................................. 18

AGENDA TEMPLATE/SAMPLE #2 .................................................................................................. 19

MINUTES TEMPLETE/SAMPLE ........................................................................................................ 20

SAMPLE SELF- ASSESSMENT/REFLECTION... ERROR! BOOKMARK NOT DEFINED.

ACTION PLAN ............................................................................... 21

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WHY RACIAL EQUITY TEAMS: In August 2012, the Seattle School Board adopted School Board Policy No. 0030, “Ensuring

Educational and Racial Equity.” This historic and foundational policy serves as a guide for our

collective efforts to close the opportunity gap and organize Seattle Public Schools to deliver on our

promise to ensure all students are prepared for success in college, career and life. Our updated

Strategic Plan provides a road map to meet this responsibility. We have written a plan that supports

and fosters a culture of organizational excellence, high expectations and provides the strategies

necessary for nurturing equity and excellence. Implementing systemic change to enable all students

to be successful, regardless of circumstance, is a fundamental belief inherent in this plan.

(Foundations for Success, Seattle Public Schools Strategic Plan)

THEORY OF ACTION BEHIND RETS:

The Formula for Success and Our Commitments: Racial Equity and Student Success

Seattle Public Schools has a commitment to eliminate opportunity gaps and prepare our students for future success. The school district is making steady strides, but acknowledges that there is much more to be done. We have identified three components that need to work in alignment to support every student in our district. These three core components make up our Formula for Success.

The Formula for Success is used districtwide across all classrooms – it is what guides teaching practice and affects how we interact with our students, and helps us maximize our efforts.

Commitment to Racial Equity – Seattle Public Schools is committed to racial and educational equity; we are strengthening our schools, examining biases and partnering with families and the community to increase opportunities and outcomes. We work closely with families and community partners to ensure that each student has what they need to reach their full potential.

We strive to academically empower and support students who have been historically underserved by educational institutions. We are doing so by upholding positive beliefs about students, building positive adult-student relationships centered on academic success and resiliency, as well as, partnering with families and the community to eliminate opportunity gaps. It is critical for students to know that an adult in their school believes in their potential and knows their story.

Our Commitments - In order to achieve educational equity for our students, the district made three major commitments, as made evident by School Board Policy No. 0030 Ensuring Educational and Racial Equity.

• Raise the achievement of all students

• Eliminate the racial predictability and dis-proportionality in all aspects of education and its administration

• Ensuring all students regardless of race or class graduate from Seattle Public Schools ready to succeed in global community.

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(Formula for Success)

THE RET WORK AS DEFINED BY THE CERTIFICATED COLLECTIVE BARGAINING AGREEMENT

Supporting your RET work are:

• The Partnership – The SEA and SPS continue to strive for a relationship that is focused on

providing the best possible learning environment for students. The Partnership Committee

comprise members that make their best effort to assure that the committee reflects the racial

and ethnic composition of the students we serve with the purpose of addressing the issues

of the achievement gap. The organizational structures they support advance collaboration as

we work towards this goal. (Article II: Partnership for Closing the Achievement Gap. Cert

CBA)

• SEA - The Mission of the Center for Race and Equity is to empower educators, both

individually and collectively to dismantle racial injustice in the SEA, our schools, our

community, and our profession. We will do this by educating our members on issues of

equity and equitable teaching and supporting educators to take leadership in creating

equitable public education.

• DREA – Seattle Public Schools Department of Racial Equity Advancement’s vision is to

reach educational excellence through racial equity in every school. The mission of the

department is to maximize culturally responsive instruction & leadership to transform

educational opportunities, access and outcomes for every student, in every classroom,

everyday.

•A committee collaboration between SPS and SEA to advance closing the EOG

The Partnership Committee

•Work together to provide coaching for RETs and collaborate to design the Saturday Institutes series.

SEA Partners

DREA •Educator led school teams that review and facilitate problem solving of racial inequtiy by reviewing district/school programs, data, CSIP, budget, and PD plans to incorporate strategies to reduce disporportionality.

RETs

•Collaboration at the school site between RET and BLTs includes enacting the use of the Racial Equity Analysis tool to ensure decision making is reflective of racial equity commitments .

Site Based Learning about

Racial Equity and Analysis

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THE POLICY #0030 ENSURING EDUCATIONAL AND RACIAL EQUITY This year’s Seattle Public Schools district wide focus for Policy #0030 is Welcoming Environments

and Racial Equity Analysis. This does not limit the enacting of the policy in its entirety but informs

the district level efforts for the year to address disproportionality and inequity.

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RACIAL EQUITY TEAM COACHES 2018-2019

Deborah Northern SPS Racial Equity Advancement dlnorthern@seattleschools.org

• Rainier Beach High School

• Nathan Hale High School

• Martin Luther King Elementary

• Olympic Hills Elementary

• John Muir Elementary School

• Rainier View Elementary

• Southshore K-8

• Middle College High School

• Aki Kurose Middle School

• Jane Addams Middle School

• Emerson Elementary

• Asa Mercer Middle School

• Kimball Elementary School

• Garfield High School

• Loyal Heights

Fa’izah Bradford SPS Racial Equity Advancement fabradford@seattleschools.org

• Adams Elementary

• Bailey Gatzert Elementary

• Chief Sealth Int’l High School

• Dearborn Park Int’l School

• Hamilton Middle School

• Interagency High School

• John Hay Elementary

• Leschi Elementary School

• Olympic View Elementary

• Sanislo Elementary

• The Center School

• Van Asselt Elementary School

• Washington Middle School

• West Seattle High School

• Cascadia

Uti Hawkins SPS Racial Equity Advancement

uycleveland@seattleschools.org

• Arbor Heights Elementary

• Hazel Wolf K-8

• Seattle World School

• John Stanford Int’l School

• Sacajawea Elementary

• Ballard High School

• Cleveland High School

• Graham Hill Elementary

• Broadview-Thompson K-8

• Thurgood Marshall Elementary

• Beacon Hill Int’l Elementary

• Wing Luke Elementary

• Licton Springs K-8

• Fairmount Park

Marquita Prinzing Director

SEA Center for Racial Equity

meprinzing@seattleschools.org

Induction Teams and Coaches:

• Concord ES: Kaitlin Jenkins and

Maria Guzman

• Pathfinder K-8: Bruce Jackson and

Sarah Lockenvitz

• Maple ES: Emily Koyama

• McClure MS: Jennifer Charlton and

Usana Jordan

• Stevens ES: Danielle Woods

• ESAs: Saraswati Noel

• Lowell: Alma Alonzo

• Fairmount Park: Uti Hawkins

• Cascadia ES: Fa’izah Bradford

• Loyal Heights: Deborah Northern

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SATURDAY INSTITUTES: Induction year and annual gatherings

The district will convene Racial Equity Teams with 5 Saturday Institutes for new teams and 2

gatherings with all racial equity teams from the cohorts. (Collective Bargaining Agreement)

Team cohorts, referred to in Phases, have rolled out approximately ten teams per year since the roll

out of this program. We are currently in Phase 5 induction and have 50 teams out of 104 schools to

date. Inductions work with new teams, and new team members, to provide foundational

understanding about critical race theory and the districts initiatives towards closing the achievement

gap. All convening institutes are a conference style gathering to build the Moment- Movement-

Momentum of the districts RET work.

Racial Equity Institutes for 2018-2019

Date/Time Type Location

Saturday

November 3, 2018

8:00-1:00pm

RET Induction (phase 5 teams only) and new

RET members

JSCEE Auditorium

Saturday

December 1, 2018

8:00-1:00pm

RET All Cohorts Convening

Phase 1-5 Cohorts

High School - TBD

Saturday

January 19, 2019

8:00-1:00pm

RET Induction (phase 5 teams only) and new

RET members

JSCEE Auditorium

Saturday

March 16, 2019

8:00-1:00pm

RET Induction (phase 5 teams only) and new

RET members

JSCEE Auditorium

Saturday

April 20, 2019

8:00-1:00pm

RET All Cohorts Convening

Phase 1-5 Cohorts

High School – TBD

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FAQ ON THE RET STIPEND AND EXTRA TIME PROCESS: Stipends and Extra Time for being on a Race and Equity team are delineated in the Collective Bargaining Agreement under Article IV, Section E, 1 - 3. This FAQ sheet is meant to help RET members and building administrative secretaries understand the stipend and the extra time process, as well as the difference between the two. Stipends

• How much stipend money is allocated for each RET? Each team is allocated $2500.00.

• If I’m on a RET, how much will my stipend be? The amount of an individual’s stipend will depend upon how many members are on a team. For example, if a team has eight members, the amount per member would be $312.50 ($2500 divided by 8.) If a team has five members, then the amount would be $500.00 per member ($2500 divided by 5.)

• How is my stipend paid? The $2500 amount will be allocated to each RET school by the Budget department. In the same manner that Building Leadership Team stipends are paid, the building administrative secretary will be responsible for creating a stipend request in ESS for each certificated member of a RET. Please see the attached example stipend request form at the end of this booklet.

The Collective Bargaining Agreement prohibits classified RET members from receiving stipends. Instead, classified members receive extra time. Again, like the BLT process, extra time should be calculated as close as possible to equal the amount of the stipend of certificated members. Classified members should be responsible for entering their own RET Extra Time into ESS. The hours will be verified by the administrative secretary and the building principal.

Stipends are paid over a period of time, with a specific beginning and end date. For example, a RET member receiving a stipend of $312.50 over 5 months would receive an addition pre-tax amount of $62.50 on their paycheck for each of the five months. For classified RET members, the extra time should be entered on a monthly basis (providing the RET meets monthly.) The specific beginning and end date rule for receiving extra time also applies.

• When will my stipend be paid? For certificated staff, once the stipend is loaded in ESS and has been approved by the building principal, the stipend will be on the next paycheck (providing the stipend is loaded prior to the payroll cut-off date.)

• What if I’m expecting a stipend but I don’t see it on my paycheck? You should first start by asking your building’s admin secretary and/or principal if your stipend has been loaded into ESS. Stipends are retroactive to the start date, so it may be possible that you will receive more than one month’s stipend on one of your paychecks. If the administrative secretary and/or principal can’t provide answers, please contact Payroll Services at payrollmailbox@seattleschools.org

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EXTRA TIME

Extra Time is paid for both certificated and classified members of RETs who attend the Saturday Institutes. The amount of extra time pay is a Guided Activities rate ($27.60) for certificated staff. (Please refer to Appendix D of the Collective Bargaining Agreement for certificated rates of pay.) The amount of extra time pay for classified staff is based upon his/her normal hourly wage. RET Phases 1 – 4: RET members will receive extra time pay for attendance at a maximum of two (2) All convening Saturday Institutes (December 1, 2018 & April 20, 2019), for a maximum of four (4) RET members. Individual RETs should determine in advance who in their group will receive the extra time (e.g: two members for one designated Saturday Institute and two for another.) RET Phase 5: RET members will receive extra time pay for attendance at all five (5) Saturday Institutes, for a maximum of four (4) RET members. For all Phases, 1 - 5: The extra time allowance is for four (4) members per team, certificated and classified members alike. If a team has more than four members, it is the team’s responsibility to decide amongst themselves the distribution/rotation of the extra time allowance. How Do I Submit Extra Time for Attending a Saturday Institute? Extra time sheets will be available at every Saturday Institute session. Members receiving extra time for attendance should complete an extra time sheet and submit it to a staff member of the Department of Racial Equity Advancement before departing the Institute for the day. The Department of Racial Equity Advancement reserves the right to not accept extra timesheets that are more than 60 days past a Saturday Institute event.

If you have any questions about extra time guidelines, please e-mail Concie Pedroza at

clpedroza@seattleschools.org.

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RACIAL EQUITY TEAM RESPONSIBILITIES

For One’s Self – School – Education System The following is a list of responsibilities and some recommendations to build and sustain strong RETs.

YOU AND YOUR TEAM • Ideal group size would be 4 – 8 persons.

• Team members are comprised from all work groups are eligible (certificated, classified IA, classified SAEOP, Assistant Principals and Principals) as well as parents, students and Community Based Organizations (CB) staff in buildings.

• Identify a Team Lead or 2 co-leads. Leads must be representative of a non-administrative educator. Administrators will serve as a member on the team or in a co-lead role.

• Identify a team member who will also serve as liaison for the RET and BLT.

• The Lead responsibilities include: - Scheduling Team meetings and send out annual calendar dates.

- Serve as the point of contact between the Team and Central Office/DREA/CRE coaches

- Provide and keep updated list of names of Team members

- Facilitate meetings: Agenda, timelines, and follow-up with minutes to team

- Collaborate with team on other roles (note taker and other roles as assigned)

- Send in a completed Racial Equity Action Plan and the site CSIP to DREA/CRE Coach by Oct. 30th and again by June 1st (preplanning for the following school year). Artifacts to support your Action Plans include but are not limited to: a draft document of your professional development calendar approved by your building BLT and data sets that determine baseline information for you RET Action Plan that can be updated in the springtime Action Plan review.

YOUR TEAM AND THE SCHOOL SITE • Sets a monthly meeting schedule 1 – 2 times per month for a total of 2hrs per month.

• For Phase 1 – 4 RETs: Send in a completed Racial Equity Action Plan and the site CSIP to DREA Coach by Oct 30th and again by June 1st (preplanning for the following school year). Phase 5 Teams: Set Meeting with Coach to review CSIP in conjunction to build out the co-design of the Racial Equity Action Plan.

• Collaborate with your principal and the BLT on doing an equity analysis of the CSIP eliminating the opportunity gap goals, professional development calendar, hiring process including screening and interviews sessions, staff/student handbooks and school procedures

• Determine a set of building data to help support and provide baseline information to your RET that will be imbedded into your Action Plan to show progress on racial equity goals. This data should be in alignment with the school’s CSIP and directly related to student outcomes (discipline, attendance, MTSS, climate surveys, etc.)

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BLT

RET

MTSS

YOUR TEAM AND YOUR DISTRICT • Engage with school partners and families to work collaboratively in support of advancing racial

equity.

• RET and BLTs work together in planning the scope/sequence of professional development for staff to ensure the ongoing work towards Racial Equity, including informing staff about the racial equity offering from the school site, SEA Center for Race and Equity and from the district office.

• Identify and recommend resources/materials related racial equity that inform school CSIP goals.

• RET teams guide development by creating professional development connections to the districts strategic plan and utilize resources from SEA Center for Race and Equity and DREA in facilitation and staff training.

YOUR COACHES AND YOUR DISTRICT SUPPORTS

• Facilitate and support teams in racial equity analysis conversations in areas related to district policies and procedures.

• Problem solve with RET Leads and/or teams about barriers to enacting their Action Plans and/or impacting students within the school wide system.

• Provide recommendations for resources upon request to Leads or the RET for ongoing learning or training.

• Coaching for how to build and deliver professional development about race for RETs.

• Observe and provide feedback on specific areas of growth as identified by the team for improvement

• Solicit RET self-assessment information and reflections to inform the necessary support for RETs district wide.

• Coach and guidance to identify areas of racial equity analysis to support examining school improvement efforts.

• Provide feedback in areas of systemic barriers for long-term planning

• Model the use of data to support progress monitoring for equity goals

• Offer support in utilizing racial analysis tools and resources with other decision-making bodies/stakeholders to put racial equity at the center for students and families.

“The paradox of education is precisely

this—that as one begins to become

conscious one begins to examine the

society in which he is being educated.”

– James Baldwin “A Talk to Teachers”

1963

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TOOLS AND PAPERWORK:

Norms:

• Stay engaged

• Speak your truth

• Experience discomfort

• Expect & accept non-closure

• Listen for understanding

• Respect confidentiality

• Be aware of your intent

• Own your impact

Conversation Agreements:

• PASS: Community Circles – The format gives you permission to pass when you need to be reflective or process. Lean into the next conversation, don’t pass to be passive.

• “OUCH”: When a stereotype, microaggressions or assumption statement is made, please calmly state “ouch” as a way to name the discomfort and you would like to discuss that impact statement for you.

• OWN YOUR IMPACT: Whether or not you meant to state something – when someone states ouch, respond with “I” statements about how you are going to reflect and be open to new learning.

A GREAT PLACE TO START BUILDING: COMMON UNDERSTANDING

• EOG Digital Toolkit (instructional modules)

• Racial Equity Analysis Questions (pre-planning decision making analysis)

• Schoology Racial Equity Team Group (code DFRXG-8VNH8)

• Racial Equity Action Planning tool (CSIP linked racial equity goal development) • SEA Center for Race & Equity Website: searaceandequity.com

• National Equity Project: http://nationalequityproject.org/

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EQUITY ANALYSIS CONVERSATION QUESTIONS:

• Who are the racial/ethnic groups affected by this decision/ recommendation?

What are the potential impacts on these groups? Who benefits if this decision

is approved?

• Does this decision/recommendation ignore or worsen existing disparities?

Does it produce other unintended consequences?

• How or have we intentionally involved stakeholders? Are the stakeholder

members of the identified impacted communities in this

decision/recommendation? Can you validate/vet your assessment with them?

Are their concerns addressed in partnership?

• What are the barriers to more equitable outcomes (e.g. mandated, political,

emotional, financial, programmatic or managerial)?

• How will we mitigate the negative impacts and address the barriers identified

above?

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Book Mark for Equity

Analysis Conversation

Questions

• Who are the racial/ethnic

groups affected by this

decision/recommendation?

What are the potential impacts

on these groups? Who benefits

if this decision is approved?

• Does this

decision/recommendation

ignore or worsen existing

disparities? Does it produce

other unintended

consequences?

• How or have you intentionally

involved stakeholders? Are the

stakeholders members of the

identified impacted

communities in this

decision/recommendation?

Can you validate/vet your

assessment with them? Are their

concerns addressed in

partnership?

• What are the barriers to more

equitable outcomes (e.g.

mandated, political, emotional,

financial, programmatic or

managerial)?

• How will you mitigate the

negative impacts and address

the barriers identified above?

Book Mark for Equity

Analysis Conversation

Questions

• Who are the racial/ethnic

groups affected by this

decision/recommendation?

What are the potential impacts

on these groups? Who benefits

if this decision is approved?

• Does this

decision/recommendation

ignore or worsen existing

disparities? Does it produce

other unintended

consequences?

• How or have you intentionally

involved stakeholders? Are the

stakeholders members of the

identified impacted

communities in this

decision/recommendation?

Can you validate/vet your

assessment with them? Are their

concerns addressed in

partnership?

• What are the barriers to more

equitable outcomes (e.g.

mandated, political, emotional,

financial, programmatic or

managerial)?

• How will you mitigate the

negative impacts and address

the barriers identified above?

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GLOSSARY:

Racial Equity in Seattle Public Schools: To provide access, opportunities and resources for every child by recognizing and eliminating historical barriers and the predictability of success based on race, background and circumstance.

Race: Race is a powerful social idea that gives people different access to opportunities and resources. Race is not biological but is real. Race affects everyone, whether we are aware of it or not.

Individual racism: Pre-judgment, bias, stereotypes about an individual or group based on race. The impacts of racism on individuals include members of certain racial groups internalizing privilege and people of color internalizing oppression.

Institutional racism: When organizational programs or policies work to the benefit of certain racial groups and to the detriment of people of color, usually unintentionally or inadvertently.

Structural racism: The interplay of policies, practices, and programs of multiple institutions which leads to adverse outcomes and conditions for people of color compared to members of other racial groups. This occurs within the context of racialized historical and cultural conditions.

Intersectionality: An approach that classifications such as gender, race, class, and others cannot be examined in isolation from one another; they interact and intersect in individuals’ lives, in society, in social systems, and are mutually constitutive.; Exposing [one’s] multiple identities can help clarify they ways in which a person can simultaneously experience privilege and oppression. For example, a Black woman in America does not experience gender inequalities in exactly the same way as a white woman, nor racial oppression identical to that experienced by a Black man. Each race and gender intersection produces a qualitatively distinct life. SOURCE: WPC Glossary from 14th Annual White Privilege Conference Handbook, White Privilege Conference, 2013. Intergroup Resources, 2012

Targeted Universalism: an approach that supports the needs of the particular while reminding us that we are all part of the same social fabric. Targeted universalism rejects a blanket universal which is likely to be indifferent to the reality that different groups are situated differently relative to the institutions and resources of society. It also rejects the claim of formal equality that would treat all people the same as a way of denying difference. Source: Targeted Universalism: Equity 2.0 Haas Institute

Privilege: refers to the unearned set of advantages, entitlements, and benefits bestowed by the formal and informal institutions of society to ALL members of a dominant group (e.g. White privilege, male privilege, etc.). Privilege is usually invisible to those who have it. Source: Portland Office of Equity and Human Rights (OEHR)

Discrimination: refers to practices or policies that may be considered discriminatory and illegal if

they have a disproportionate "adverse impact" on persons in a protected class. Source: Portland

Office of Equity and Human Rights (OEHR)

Adverse Impacts: refers to practices or policies that appear neutral but have a discriminatory effect on a protected group. Source: Portland Office of Equity and Human Rights (OEHR)

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Accountable: Responsive to the needs and concerns of those most impacted by the issues you are working on, particularly to communities of color and those historically underrepresented in the civic process.

Stakeholders: Those student, families and community groups impacted by proposed policy, program or budget issue who have potential concerns or issue expertise. Examples might include: specific racial/ethnic groups, other institutions like Seattle Housing Authority, schools, community-based organizations, staff and families.

Culture: The ways that we each live our lives; including values, language, customs, behaviors, expectations, ideals governing childrearing, the nature of friendship, patterns of handling emotions, social interaction rate, notions of leadership, etc.

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MULTICULTURAL COMPETENCY FRAMEWORK Adapted from Sue, D.W., Bernier, J.E., Durran, A., Feingberg, L., Cross-cultural competencies

AWARENESS

• Awareness of own values, beliefs, attitudes and biases of self

• Awareness of own values, beliefs, attitudes and biases of others

• Awareness that other perspectives exist and are valid

• Awareness of identity development

• Awareness of political and social issues / concerns

KNOWLEDGE

• Obtain information relevant to self, i.e. family history, identity, etc.

• Obtain information relevant to others i.e. Race, disability, etc.

• Obtain information related to social issues /concerns for self and others

• Gather knowledge about the political structure

SKILLS

• Apply appropriate awareness and knowledge to a given situation

• Develop appropriate skills i.e. teaching, listening, thinking, etc.

• Develop the ability to analyze institutional inequality

• Develop appropriate skill to be an ally

• Use multicultural appropriate interventions

• Learn ways to discuss the politics of the environment i.e. community, schools, etc.

• Develop a multicultural curriculum that promotes a pluralistic

society.

ADVOCACY/ ACTION

➢ Take action that incorporates a social action framework

➢ Take action that “challenges” institutional inequality i.e. policies, procedures, laws, etc.

➢ Participate in the politics of the environment i.e. schools, community, etc. to advocate for change

➢ Take action that will benefit members of particular groups

➢ Take action that supports social justice and systems change

➢ Encourage critical dialogue among colleagues to promote critical thinking

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EQUITY LITERACY

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AGENDA TEMPLATE/SAMPLE #1

Facilitator:

Timekeeper:

Note taker:

Attendees:

Topic/Timing Objective Leader/Owner Discussion Action Steps

Check-in Community and

mental health and

team building

Review

norms

Attend to

communication

needs and team

functioning

Topic 1

Topic 2

Summary

Get clarity on what

we accomplished or

agree on?

Reflection Strengthening Team

functioning.

Prompts: How do

we feel about our

work today? What

worked? What do we

need to improve on?

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AGENDA TEMPLATE/SAMPLE #2

Attendance (x denotes attended)

Agenda

TIME WHO TOPIC Overview of Agenda/Assign Roles

NOTES

Lead Facilitator: :

Process Facilitator

Note Taker: Time Keeper:

Process Observer/Key Communications: Issue Bin/Action/Agenda:

TIME WHO TOPIC

NOTES:

TIME WHO TOPIC

NOTES:

TIME WHO TOPIC

NOTES:

ISSUE BIN: WHAT DO WE STILL NEED TO WORK ON

COMMUNICATION BIN: WHAT TO COMMUNICATE AND TO WHOM

Next Weeks Meeting Date/Parking Lot

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MINUTES TEMPLETE/SAMPLE Date/Time: Location: Type of Meeting:

Meeting Called By:

Facilitator:

Notetaker:

Timekeeper:

Attendees:

Please read/review items:

Please bring items:

Minutes:

Agenda Item: Presenter:

Discussion:

[Enter Text Here]

Conclusions:

[Enter Text Here]

Action Items Person Responsible: Date Due:

✓

✓

✓

Agenda Item: Presenter:

Discussion:

[Enter Text Here]

Conclusions:

[Enter Text Here]

Action Items Person Responsible: Date Due:

✓

✓

✓

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ACTION PLAN School Name:

Racial Equity Team Action Plan School Year:

“The concept of racial equity goes beyond formal racial equality – where all students are treated the

same – to fostering a barrier-free environment where all students, regardless of their race

have the opportunity to achieve.” -SPS Policy No. 0030: Ensuring Educational & Racial Equity

SPS Policy #0030 Commitments What school-level conditions are your

aiming to impact?

• Equitable Access

• Racial Equity Analysis

• Workforce Equity

• Professional Development

• Welcoming School Environments

• Partnerships

• Multiple Pathways to Success

• Recognizing Diversity

Disparity in Discipline

Restorative Practices, Trauma Informed Practices;

Culturally Responsive Teaching;

Ethnic Studies;

Family and Community Partnership;

Racial Equity Professional Development

Racial Equity Focused Goal(s):

What outcomes to you plan to achieve towards disrupting and dismantling racial inequities?

What data are you using as evidence of disproportionate and/or systemic inequities?

How are you incorporating student and family voice into your goals for this year?

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Alignment:

Demonstrate how your racial equity goal(s) and area(s) of focus align with any and/or all:

District Strategic Plan, Policy #0030 (Ensuring Educational & Racial Equity), School

Improvement Plan (CSIP):

What is the CSIP Gap Closing Goal(s)?

What is the CSIP School Culture Goal(s)?

Progress to Goals:

By December 2018

Short Term (Indicators

of Success)

•

By March 2019

Mid Term (Indicators of

Success)

•

By June 2019

Long Term (Indicators

of Success)

•

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Professional Development Plan:

What is the learning OUR TEAM needed related

to our goals/focus areas

(Example: ACES; Implicit Bias; Critical

Race Theory; Etc.)

Targeted audience(s)

Facilitators/Consultant

Resources/Tools (Example: Digital Toolkit; Racial Equity

Analysis; Institutes; Schoology; Etc.)

What is the learning OUR SCHOOL needed

related to our goals/focus areas

(Example: ACES; Implicit Bias; Critical

Race Theory; Etc.)

Targeted audience(s)

Facilitators/Consultant

Resources/Tools (Example: Digital Toolkit; Racial Equity

Analysis; Institutes; Schoology; Etc.)

How will these needs be addressed across the year?

How are we reviewing and collecting artifacts/data that inform decisions about PDs?

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Current Members of Racial Equity Team Members

(indicate lead by bolding the name or adding a note in the last column):

Name Position Email/Phone Ethnic-Racial

Identity

Other relevant

information?

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Department of Racial Equity Advancement Contact Information Dr. Keisha Scarlett Executive Director of Organizational Development & Equity kdscarlett@seattleschools.org Dr. Concie Pedroza Director of Leadership Development for Equity & Impact clpedroza@seattleschools.org Teresa Jordan Senior Administrative Assistant Tajordan1@seattleschools.org

Racial Equity Advancement Consultants Deborah Northern dlnorthern@seattleschools.org Uti Hawkins uycleveland@seattleschools.org Fa’izah Bradford fabradford@seattleschools.org DREA Email: DREA@seattleschools.org

www.seattleschools.org/departments/department_of_racial_equity_advancement__drea_

Seattle Education Association – Center for Race and Equity Marquita Prinzing MPrinzing@Washingtonea.org Website: https://www.seattlewea.org/center-for-race-equity/

DREA Website:

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