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    Racial Equity Analysis Tool
    Posted on 02/01/2019

    Research indicates that racial disparities exist in virtually every key indicator of child, family, and community well-being. Individual, institutional and structural impacts of race and racism are pervasive and significantly affect key life indicators of success. The Racial Equity Analysis Tool lays out a clear process and a set of questions to guide the development, implementation and evaluation of significant policies, initiatives, professional development, programs, instructional practices and budget issues to address the impacts on racial equity. To do this requires ending individual racism, institutional racism and structural racism.

    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. This means differentiating resource allocations, within budgetary limitations, to serve students with the support and opportunities they need to succeed academically.

    STEP 1: Set Outcomes, Identify and Engage Stakeholders

    Leadership sets key racially equitable outcomes and engages stakeholders (SPS staff and community members.)


    1. What does your department/division/school define as racially equitable outcomes related to this issue? The Department of Technology Services (DoTS) defines racially equitable outcomes for the establishment of ITAC by ensuring the committee is made up of a diverse group of people, representing different backgrounds who will bring forward varying perspectives and insights. Membership representative of both the community at large and different employee groups will help to ensure the decisions made are in the best interest of providing an equitable outcome for all groups with which the district serves.

    1. How will leadership communicate key outcomes to stakeholders for racial equity to guide analysis?
    Leadership will communicate key outcomes to stakeholders through various communication channels including the School Leader Communicator, News Brief, Friday Memo and district web page. The above mentioned channels all represent unique audiences, all of whom are needed to ensure the work being done is ensuring an equitable outcome for all students and staff. Additionally, the ITAC charge calls for an annual report to the Superintendent and School Board detailing recommendations and efforts. DoTS publishes a quarterly Program Report that details major projects and initiatives which is also scheduled to be discussed semiannually to ensure racial equity is being addressed adequately. These channels represent just a few of the ways in which key decisions and outcomes will be made public. The committee meetings will be made public and the dates in which the meetings take place will be on the Technology Services home page.

           2. How will leadership identify and engage stakeholders: racial/ethnic groups potentially impacted by this decision, especially communities of color, including students who are English language learners and students who have special needs?

    Leadership has identified stakeholders through preemptive meetings with all identified Community Based Organizations (CBO's), including the city's Community Technology Advisor to help identify key stakeholders. Through reaching out and asking for help in identifying groups that have not been traditionally represented, DoTS has been able to engage a wide variety of people. Engagement is key and leadership will plan on presenting iTAC at upcoming community meetings. All documents related to ITAC will be available for translation to ensure those who are not able to speak or read English will have the opportunity to participate and offer feedback.

    STEP 2: Engage Stakeholders in Analyzing Data

    Stakeholders (SPS staff and community members) gather and review quantitative and qualitative disaggregated data and specific information to determine impacts or consequences.


    1. How will you collect specific information about the school, program and community conditions to help you determine if this decision will create racial inequities that would increase the opportunity gap?

      With the assistance of Instructional Technology Resource Teachers and Technical Support Specialists, DoTS will be able to gather actionable data related to the number of devices a school currently has, how old they are, etc. This data will be used in determining how potential decisions made would impact the current and future student populations. Additionally, leveraging the relationships members of the actual committee have with the community and schools in which they serve, will yield positive results along with continually checking in with CBO's to ensure those groups and communities they represent are being heard and represented within the committee.


    2. Are there negative impacts for specific student demographic groups, including English language learners and students with special needs?

    There are no foreseen negative impacts for specific student demographic groups as the committee will be trained for example through the EOG Digital Toolkit. The goal of the committee is to have a diverse representation of members ranging from employee groups to the community at large and to reach out to other groups that may not be on the committee.

    Identifying all of the stakeholders the district serves will continue to be a priority with representation of all demographic groups a key component.

    STEP 3: Ensuring educational and racial equity /Determine Benefit or Burden

    Stakeholders (SPS staff and community members) collaborate to analyze how this policy/ decision/proposal/initiative/budget issue will increase or decrease educational and racial equity.

    1. What are the potential benefits or unintended consequences?

      Potential benefits include better collaboration between the district and community – particularly community members who are historically underserved. This will lead to increased communication and transparency regarding the planning, prioritization and implementation of current and future information and education technology projects. Moreover, increased knowledge around issues such as privacy, security and budget will assist in the community at large knowing how the district's goals and strategic plan align with the needs of the community it serves.


      Unintended consequences could be longer implementation windows for certain projects, while the committee discusses scope, budget, etc. Subgroups who are not represented may be forgotten if the committee is not continually reaching out for  more perspectives.

    2. What would it look like if this policy/decision/initiative/proposal ensured educational and racial equity for every student?

    If this committee is established, educational and racial equity would be represented through each student having access to the same level of technology regardless of school location or access levels at home. The decisions made would ensure every student's learning is taken into consideration and represented in discussions around new initiatives, programs, and projects.

    STEP 4: Evaluate Success Indicators and/or  Mitigation Plans

    Stakeholders (SPS staff and community members) identify ongoing measures of success or mitigation plans for negative impacts


    1. How will you evaluate and be accountable for making sure that the proposed solution ensures educational equity for all students, families and staff?

    The committee will be made up of eighteen members total, including community members and members belonging to employee groups including PASS, SEA, SAEOP and 609. The vision statement for DoTS is : "We foster an equitable environment that promotes high quality, engaging teaching and learning that enables students to be Seattle Ready through access to information, software, services and technology." Keeping the vision in mind, impacts and results of decisions made will be checked against the established district goals. The key deliverables for evaluation and accountability will be the quarterly DoTS Program Report and the committee’s annual report to the board.


    1. What are specific steps you will take to address impacts (including unintended consequences), and how will you continue to partner with stakeholders to ensure educational equity for every student? Communication. Ensuring upcoming projects, deployments, etc. are communicated on a regular basis through various channels targeted at all stakeholders which will allow for better engagement and transparency. Planning and publicizing "hot topics" scheduled for discussion/vote will also help in strengthening the relationship between committee members and community stakeholders.