ATTACHMENT A
Equity, Diversity and Inclusion Quality Standards
Project Advisory Ad-hoc Committee Membership
Jennifer Lucas – Advocate, State Council on Developmental Disabilities Aneliza Del Pinal – Chief Executive Officer, Sourcewise for Older Adults Mollie McLeod – Member, Standing Up for Racial Justice - Accessibility Working Group Jennifer Masuda – Executive Director, Yu-Ai Kai Japanese American Community Senior Service
Esther Peralez-Dieckmann – Executive Director, Next Door Solutions Adriene Keel – Director of LGBTQ Programs, The Youth Space Jessica Trejo – Family Resource Center Coordinator, Somos Mayfair Nayeli Sedano – Family Resource Center Site Supervisor, Somos Mayfair Veronica Goei – Executive Director, Grail Family Services Andrea Truong – Racial Equity Manager, Office of Racial Equity, City of San José Jacklyn Joanino – Equity and Policy Manager, Housing, City of San José Laura Buzo – Recreation Superintendent, Parks, Recreation and Neighborhood Services, City of San José
Patricia Mendoza – Commissioner, Library and Education Commission José Magaña – Vice-Chair, Library and Education Commission Michele Rowic – Librarian, San José Public Library
Brian Parkman – Librarian, San José Public Library
Shih Fa Kao – Librarian, San José Public Library
Karla Alvarez – Equity and Inclusion Services Manager, San José Public Library Vidya Kilambi – Division Manager Education and Innovation, San José Public Library Michelle Ornat- Deputy Director Public Services, San José Public Library Additional insights and feedback provided by: Quyen Vuong, Executive Director of ICAN and Karen Kieffer Gillete, Board Secretary of Grace Solutions
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ATTACHMENT B
Equity, Diversity and Inclusion Quality Standards
Structure and Content
As outlined in the City of San Jose’s Education Policy 0-30, educational access to residents of San José’ at all stages of life is a significant indicator of the future prosperity of our communities. The City invests resources into programs and services that are intended to support educational attainment and development of all city residents. Through partnerships with education agencies, community-based organizations and other key stakeholders throughout the region, the City should leverage our strengths as a whole community, use data to assess progress and identify gaps, and realign our assets where needed for the purpose of advancing educational outcomes and improving quality of life for residents of San José.
The Education Policy is driven by four core values:
• Equity of access to quality educational experiences for all learners is essential and must be cultivated by actively removing barriers; • Opportunity to experience a wide variety of educational options extended to all learners, connecting Learners to skills-based learning, mentors, and potential career pathways;
• Quality of program offerings must be aligned with evidence-based practice and include the application of standards for learning and assessment of program efficacy; and
• Accountability to our residents with rigorous oversight through outcomes-based reporting along-side data on the resource investment in learning and education.
A systemic approach to assess, improve, and communicate the level of quality of programming through an equity, diversity and inclusion framework is essential for achieving positive outcomes for residents in San José. The Equity, Diversity and Inclusion Quality Standards are organized into three Quality Continuum areas to measure progressive levels of quality: (1) Beginning; (2) Emerging; and (3) Advanced or Optimal. While Advanced and Optimal represents the level of quality to which the City hopes programs will aspire, there is an expectation that programs will meet, at a minimum, strategies contained within the Beginning Standard. Emergent and Advanced strategies reflect a pathway for progressive continuous quality improvement that programs may adapt depending on their level of readiness and internal and external allocated resources.
The Equity, Diversity and Inclusion Quality Standards are comprised of 6 program quality standard areas:
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Program Quality Standard Areas
1. Anti-Racist Approach: Programming addresses biases, counters power asymmetry, and provides learning opportunities about structural and institutional racism. Program adopts an intersectional lens to identify and address other forms of exclusion.
Resources are prioritized to historically underserved communities.
2. Inclusive Programming: Program acknowledges and supports different learning styles and needs by creating curricula tailored to diverse communities.
3. Data Collection and Analysis: Program utilizes data collection and analysis tools to determine demographics to inform program design, identify opportunities to expand needed programs and prevent reinforcing disparities.
4. Culturally-Relevant Pedagogy1: Program values the culture and histories of participants to foster learning, nurture identity formation, build relationships, and infuses culturally-relevant activities to enhance participants’ experience.
5. Community Involvement: Program recognizes community members as experts in their own needs and proactively includes them in planning and designing high-interest, authentic and meaningful experiences. Program builds continual points of engagement with community to assess impact and refine implementation.
6. Outreach as Key to Inclusion: Program prioritizes inclusive outreach based on intentional relationship-building efforts with community partners in order to better reach targeted communities.
Quality Continuum
The Equity, Diversity and Inclusion Quality Standards are organized into three Quality Continuum areas to measure progressive levels of quality:
(1) Beginning; (2) Emerging; and (3) Advanced or Optimal. The following guide is provided as an overview for users to understand how to use the rating system and to assess the degree to which each quality indicator is evident in the program.
(1) Beginning: Program is just beginning to work in this area and will continue to work towards a higher level of proficiency. (2) Emerging: Program has achieved a level of proficiency in this area but needs additional work to excel at this practice. (3) Advanced or Optimal: This is an area of exemplary practice where the program can serve as an example for others.
1 SJPL utilizes the term “culture” in a broad sense, recognizing it as all-encompassing concept, inclusive of personal identification, language, thoughts, actions, customs, beliefs and other elements. Medeiros and Cowall define it as, “a set of beliefs, practices and symbols that are learned and shared.” Brown, N., McIlwraith, T. F., de González Laura Tubelle, Medeiros, P., & Cowall, E. (2020). The Culture Concept. In Perspectives: An open invitation to cultural anthropology (Second, pp. 29–43). essay, American Anthropological Association.
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Ultimately, a program that successfully incorporates an equity approach is a reflection of a work culture that continually reassesses and adapts policies, procedures, training and reflective practice through universal design, into all areas of department work. In order to advance EDI, departments must prioritize ongoing EDI training, skills-building, diverse staffing, evaluation and improvement based on feedback, in all facets of programming and the broader service delivery model.
Quality Standards with Focus Areas, Continuum, and Indicators
Program Quality Standard Area: (1) Anti-racist Approach Programming addresses biases, counters power asymmetry, and provides learning opportunities about structural and institutional racism.
Program adopts an intersectional lens to identify and address other forms of exclusion. Resources are prioritized to historically underserved communities.
Focus Area Beginning Emerging Advanced
Training,
Curriculum and
Policies
Staff receive training on
unconscious bias, racism, and
oppression.
Program makes adjustments to
reduce barriers to participation or
other practices that exclude
communities.
Program attempts to reach
historically underserved
communities.
Curriculum integrates lessons and
examples on racial discrimination
and inequities.
Staff are provided with training on
unconscious bias, systemic racism, power,
and oppression.
Staff develop policies to strengthen anti-
racist practices.
Staff are trained on how curriculum can
integrate local history and lead reflections
on policies of discrimination towards
communities of color, where relevant.
Program develops plan to reach
historically underserved communities.
Program staff and community members
report supportive learning environments.
Program makes adjustments so that
barriers to participation are removed.
Staff are provided with annual training
on unconscious bias and systemic
racism. Program staff at all levels make
note of and challenge white-dominant
norms in every aspect of program cycle.
Staff frequently scan for and remove
ongoing and emerging barriers to
participation.
Curriculum integrates local history and
reflections on policies of discrimination
towards Black, Indigenous, and other
communities of color, where relevant.
Organizations and individuals with lived
experience are invited to present these
concepts. Program prioritizes enrollment
to historically underserved communities.
Program adds data analysis and
community feedback reflection spaces
in program meetings. Staff make
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adjustments so that identified barriers to
participation are removed.
Program staff and community members
feel safe, respected and valued.
Policies and practices are developed to
ensure anti-racism is understood and
upheld.
Prioritizing
Resources
Program uses limited resources to
provide programming that is
relevant to the community,
reflective of their identities and
interests.
Program staff identify which
marginalized groups are being
served and to what extent
(individuals served/percentage of
community group).
Staff conduct stakeholder mapping
to ensure program is not
duplicating existing offerings.
Program budget includes spending plans
towards activities that support
communities with the greatest needs.
Staff include budget to pay representatives
from organizations that are led by and/or
work to support Black, Indigenous and
other people of color, as well as low-
income, unhoused and other social justice
advocates for guest presentations.
Staff identify service gaps, intentionally
disaggregating data for various groups’
existing participation in programs or
services. Program leadership reallocates
resources to support activities devoted
to bridging participation gaps with a
racial equity focus.
Program is promoted through
communication channels and
community events organized by Black,
Indigenous and other people of color
and other intersectional aspects.
Organizations and/or individuals are
compensated financially for their
efforts.
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Program Quality Standard Area: (2) Inclusive programming Program acknowledges and supports different learning styles and needs by creating curricula tailored to diverse communities.
Beginning Emerging Advanced
Program encourages active participation for
all ages and demographic diversity.
Programs have protocol to request
interpretation or other accommodations.
Staff receive resources on inclusive
programming delivery. Staff make
adjustments or accommodations to lessons
based on observations.
Curriculum includes local examples and
references.
Program encourages active participation for
all ages and demographic diversity. Programs
have protocol for participants to request
interpretation or other accommodations.
Materials are provided in plain language (8th
grade level or below) and in multiple
languages. Program includes some materials
in different formats.
Program includes spaces for community
feedback and preference for programs and/or
services.
Staff receive training and resources on
implementing inclusive programming
delivery.
Program encourages active participation for
all ages and demographic diversity. Program
implements anti-ableism strategies and practices.
Program includes protocol for participants to
request interpretation or other accommodations.
Program includes displays and welcoming signs
in the physical environment. Materials reflect a
diverse array of life experiences, are provided in
plain language (8
th grade level or below) and in
multiple languages (including outreach flyers,
workshop materials and feedback opportunities).
Materials are available in different formats,
including hard-copy, audio, enlarged text and/or
other adaptive technologies.
Staff receive training and resources on how to
lead inclusive programming design and delivery.
Program includes dedicated spaces for
community feedback and integrates inputs into
annual work plan. Program supports members in
finding commonalities between community
members.
Program Quality Standard Area: (3) Data Collection and Analysis Program utilizes data collection and analysis tools to determine demographics to inform program design, identify opportunities to expand needed programs and prevent reinforcing disparities.
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Focus Areas Beginning Emerging Advanced
Data Collection
Program collects participant
attendance.
Program collects census data to identify
underserved communities. Program
collects participant attendance and limited
demographic information at least once per
year.
Program conducts optional, anonymous,
annual survey collecting additional
demographic data about program
attendees. Survey is provided in multiple
formats (paper, digital, languages).
Program staff explain the importance and
benefit of survey to program attendees and
privacy commitment when data is being
requested.
Program staff are trained on digital
security and preventing unauthorized
digital or audio recordings to be made
public. Staff are trained to anonymize
information whenever possible.
Program tracks demographic data,
enrollment data, census data, and other
databases and compares with program
participation. Reports are generated at least
once per year to ensure it is connecting with
underserved communities.
Data collected is anonymous and protocols
ensure information is stored securely. Staff
are trained on digital security and
anonymize information whenever possible.
No information is shared with a third-party
without a written agreement or other legal
document.
Program staff are provided with scripts to
explain data collection purpose, benefit to
participants and privacy commitment as
data is being requested. Responses to data
requests are made available in multiple
forms (paper, phone, digital, language). All
responses are optional.
Program includes a procedure or policy to
delete data after a certain period of time.
Program conducts an evaluation at least
once every two years to review and
understand equity program impact. Findings
of evaluations are used to develop program
improvement plans.
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Data Analysis
Program staff reviews collected
program data.
Program intends to use assessment
and evaluation tools to evaluate the
efficiency and effectiveness of the
program.
Program staff and administration review
program data for trends, target reach and
opportunities.
Program staff use data collection to
determine removals of barriers to access.
Program uses enrollment and other data to
identify flaws in the promotion process
and improve outreach efforts.
Program staff and administration review
program data for trends, target reach and
opportunities.
Program has established data points and
analysis plan. Program staff compare
discrepancies in target reach and refine
outreach efforts accordingly.
Program staff use data collection to
generate shared understanding of program
impact and incorporate into reflective
practice.
Program Design
Program uses anecdotal data to
determine curriculum needs.
Program collects appropriate data to
better understand the diversity of the
community served.
Program uses data from multiple sources,
including observation and community
surveys, to determine curriculum needs.
Program data used to reevaluate program
(length, curriculum, subject matter,
activity, location)
Program collects appropriate data to better
understand the diversity of the community
served and use that data to better
understand barriers in order to provide
accommodations.
Program uses data from multiple sources,
including community surveys, market data,
and partnerships to determine curricular
needs.
Program incorporates learning practices
based on data collection. Program integrates
feedback for continuous quality
improvement.
Program curriculum is informed by
qualitative data collected from diverse
stakeholders. Program continues to improve
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Program is driven and guided by the
assessment and evaluation tools used to
analyze outcomes and outputs.
Program leadership has structure in place
to evaluate the effectiveness of programs
and impact on participants. Program
leadership uses these evaluations to
inform programming decisions.
quality based on community feedback to
implement actionable goals.
Program utilizes communications
preference of target audience identified in
earlier survey/data collection.
Program is driven and guided by the
assessment and evaluation tools used to
analyze outcomes and outputs.
Program has structure in place to conduct a
continual improvement cycle, including
evaluation and refinement of community
outreach, program administration, and
program evaluation.
Program uses data to identify demographic
groups that are prevalent in the community
but do not enroll. The program’s curriculum
and approach are revised to better connect
with and reach these groups.
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Program Quality Standard Area: (4) Culturally-relevant Pedagogy Program values the culture and histories of participants to foster learning, nurture identity formation, build relationships, and infuses culturally relevant activities to enhance participants’ experience.
Beginning Emerging Advanced
Curriculum includes diverse references in
learning materials and examples. Program
staff makes space to include peoples’
histories of groups that commonly attend a
program.
Program includes affirmations of diversity
and belonging – including in the physical
spaces and programming environments.
Staff onboarding includes local history, key
demographics and other tools to increase
familiarity of diverse communities to be
served.
Curriculum includes some local historical
references. Staff review materials to ensure
depictions do not perpetuate stereotypes. Program
staff plan activities to include peoples’ histories of
groups that commonly attend a program.
Some staff reflect diversity of local communities.
All staff are trained on the concepts of cultural
humility and are provided with opportunities to
participate in ongoing training and skills-building
on core cultural competencies (including how to
be responsive and sensitive to local norms,
perspectives and needs; understanding of disability
awareness and sensitivity training)
Program includes affirmations of diversity and
belonging throughout implementation – including
in the physical spaces and programming
environments.
Curriculum examples are changed to reflect local
contexts in effort to increase relatability to
material and infuse a sense of pride in
community. Program shares broad and nuanced
peoples’ histories and lived experiences.
Staff reflect the diversity of local communities,
including from the disability community, and lead
staff cross-training about various cultural, social,
abilities and linguistic needs and preferences. All
staff are trained on the concepts of cultural
humility and receive ongoing training to deepen
skills on cultural agility, how to deliver culturally
responsive care models and sensitively engage
with diverse communities Staff develop action
plans to implement and revise procedures and
best practices resulting from acquired cultural
competency skills.
Program identifies communities that are under-
represented, establishes benchmarks to increase
diversity and assesses progress towards achieving
broader participation.
Program centers universal design, including
affirmations of diversity and belonging
throughout implementation, as well as in
the physical spaces and programming
environments for learners of all backgrounds,
strengths, needs and interests
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Program Quality Standard Area: (5) Community Involvement Program recognizes community members as experts in their own needs and proactively includes them in planning and designing high-interest, authentic and meaningful experiences. Program builds continual points of engagement with community to assess impact and refine implementation.
Focus Areas Beginning Emerging Advanced
Community
Members as
Experts
Program collects surveys and/or
focus groups to identify community
needs. Staff compare community
inputs with programming scope to
assess whether additional activities
can be integrated to support needs.
Program is centered on addressing
identified community needs.
Program fosters a sense of ownership and
a feeling of belonging among community
members.
Program curriculum is developed and
delivered based on the participants’
interests.
Program continually seeks to identify
changing needs. Staff devote time to better
understand, respond to, and design with the
community. Program staff foster
relationship-building with community
members.
Program communicates clearly when and
how participants have an opportunity to
influence programming. Program creates
spaces for community-led activities.
Community and participants are involved in
interpreting and making decisions regarding
what steps should be taken to improve the
program.
Continued
Engagement
Program includes volunteers in
activities and outreach.
Program staff stay apprised of
community’s changing demographic
make-up and language needs.
Program partners with other organizations
to identify and develop new curriculum as
the community’s needs change.
Program staff are trained on facilitation,
trust-building, and community building
techniques.
Program promotes additional volunteer
training and leadership opportunities with
program or institution.
Staff are trained on facilitation, trust-
building, and community-building
techniques. Staff receive continued training
on EDI core competencies and they report
greater understanding of the culture(s) and
language(s) of the community they serve
and reflect that understanding in their work.
Staff continually connect with community
members to develop programming that
reflects changing community demographics
and needs.
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Program provides growth pathways for
volunteers to transition into paid roles with
program or institution.
Program Quality Standard Area: (6) Outreach as Key to Inclusion Program prioritizes inclusive outreach based on intentional relationship-building efforts with community partners in order to better reach targeted communities.
Beginning Emerging Advanced
Program staff conduct stakeholder mapping,
identifying organizations and individual
leaders that serve as trusted voices in the
community.
Program develops relationships with other
local stakeholders, cross-promoting events
and activities.
Outreach materials use plain language and
diverse representation in images. Materials
include main languages spoken in targeted
area(s).
Program staff analyzes and create action plans to
remove barriers preventing broader participation.
Program assesses outreach efforts and changes in
demographic participation at least once per year.
Program establishes partnerships with diverse
groups and outlines expectations, roles and
responsibilities.
Outreach materials use plain language and diverse
representation in images. Materials include main
languages spoken in targeted area(s).
Program establishes community engagement plan
that includes goals to engage with
communities that have not yet been reached.
Outreach efforts are tracked and cross-checked
against demographic participation. Program
collaborates with other community partners to
avoid duplication and amplify relevant
opportunities. Partnerships include frequent
exchange of information.
Outreach materials use plain language and diverse
representation in images. Materials include main
languages spoken in targeted area(s).