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2022-03-15; City Council; ; Diversity, Equity and Inclusion Work Plan
CITY COUNCIL Staff Report CA Review CKM Meeting Date: March 15, 2022 To: Mayor and City Council From: Scott Chadwick, City Manager Staff Contact: Nancy Magpusao Burke, Sr. Program Manager, Diversity, Equity and Inclusion nancy.magpusaoburke@carlsbadca.gov, 442-359-6212 Lori Shonley, Human Resources Manager lori.shonley@carlsbadca.gov, 442-303-2971 Judy von Kalinowski, Human Resources Director judy.vonkalinowski@carlsbadca.gov, 760-473-4670 Subject: Diversity, Equity and Inclusion Work Plan Districts: All Recommended Action Adopt a resolution approving the two-year Diversity, Equity and Inclusion Work Plan. Executive Summary The City of Carlsbad is committed to the values of diversity, equity, and inclusion for its employees and for all members of the community. In the budget for the current fiscal year, the City Council approved the addition of a program manager who would be focused on ensuring the organization fosters an environment that respects people of differing and intersecting identities including and not limited to ability, age, beliefs, class, ethnicity, gender identity, immigration background, sex and sexual orientation and that treats everyone equitably. Staff are now asking the City Council to approve the work plan that will guide these efforts. Discussion Amid the contentious period of pandemic uncertainty at the start of 2020, a call for action to address matters of diversity, equity and inclusion matters became evident at both the national and local level. The need was compounded by an increase of social turmoil, racial tensions, violence, intolerance and xenophobia. Along with those issues came a loss of income for many people, as well as concerns that COVID-19 was disproportionately impacting vulnerable people of color with limited resources. These intense social conditions created the impetus for communities to self-reflect and to actively reinforce the values of diversity, equity and inclusion. March 15, 2022 Item #8 Page 1 of 34 The goals and strategies in the City of Carlsbad's Diversity, Equity and Inclusion Work Plan are: •Systemic in dismantling structural barriers to achieving diversity, equity and inclusion •Intentional in both creating a sense of belonging and amplifying marginalized voices within the organization •Scalable and sustainable over time with variable resources These goals and strategies connect to the City of Carlsbad's Community and Organizational Values of character, innovation, stewardship, excellence, empowerment and communication. With the support of the City Council, efforts to address diversity, equity and inclusion in the City of Carlsbad are underway. These efforts take into account the responses gathered in the Diversity, Equity and Inclusion Employment Survey in September 2020. City employees who took part in the survey described these areas for growth for the organization: •All employees feel like they belong within the city organization •City leadership models and enforces diversity, equity and inclusion policies and practices •Diverse individual perspectives and/or opinions are invited and included in decision making •Employees feel encouraged and empowered to voice a contrary opinion without fear of negative consequences •City leadership is diverse and representative of city employee demographics The City Council expressed its support for the efforts in June 2021 by approving the funding for a senior program manager dedicated to developing and overseeing a diversity, equity and inclusion program. The position was filled in September 2021. This staffer will work to achieve the diversity, equity and inclusion goals and strategies detailed in the work plan. In February 2021, the city announced a Diversity, Equity and Inclusion Committee made up of Carlsbad employees representing diverse sectors of the city's workforce who dedicate their time, energy, and efforts to further inclusive and accessible practices. •From August through November 2021, the Diversity, Equity and Inclusion Committee met with members of the Diversity, Equity and Inclusion Steering Committee and developed the proposed Diversity, Equity and Inclusion Work Plan. It is intended to promote and sustain the equitable practices that a diverse environment can bring continuous innovation, critical thinking, strategic approaches and inclusive excellence. The work plan has been reviewed by the City Attorney's Office. Additional legal review of individual work plan items will occur as the items are developed. •The Employee Engagement Survey launched Jan. 11, 2022, was modified to include diversity, equity and inclusion-related questions. The responses to those questions will help further shape the direction of initiatives. March 15, 2022 Item #8 Page 2 of 34 The Diversity, Equity and Inclusion Work Plan lists actionable items that are to be implemented as early as the first quarter of 2022. These deliverable action items include: •Support of ongoing and expansion of critical educational opportunities and professional development that engage employees and the community in matters of diversity, equity, and inclusion o Start first quarter 2022 o Continue creating a welcoming, accessible space for educational workshops and trainings on the state of diverse, equitable and inclusive practices •Acknowledgement of culturally relevant holidays in the City of Carlsbad to align with U.S. presidential and governor proclamations spanning 2014-2021 o Examples of acknowledgement may include announcements on City of Carlsbad's website, official documents, newsletters and other communications promoting educational awareness and visibility o Holidays to be acknowledged annually beginning: March 2022 for Cesar Chavez Day (acknowledge as currently unpaid), June 2022 for Juneteenth Day of Observance (acknowledge as currently unpaid) and Oct. 12, 2022 for Indigenous Peoples' Day (acknowledge as official paid holiday on second Monday of October, historically observed as Columbus Day) •Employee-wide invitation to include gender pronoun use and affirm gender identities as an option in written, spoken, symbolic forms, such as email signatures and introductions (See Pronouns Matter, Exhibit 3, for additional information.) o Formal announcement to be delivered in first quarter 2022 •Awareness and acknowledgement of the land, local and cultural heritage as outlined in the City of Carlsbad's Community and Organizational Values highlighting connectedness, the natural environment, access to recreation, healthy lifestyles, history and cultural resources, high quality education and community design o Collaborate and consult with members of local indigenous communities for educational awareness of indigenous heritage and to construct proper land acknowledgement (Exhibit 2 is a sample land acknowledgement toolkit.) o Promote educational opportunities of land acknowledgement to be included in City of Carlsbad website, media, community and engagement activities o Model practices of land acknowledgement in spoken, written or symbolic form at events or before presentations Measures will be in put in place to assess effectiveness, areas of growth and employee input. Options Staff provide the following options for the City Council's consideration: 1. Approve the initiatives of the Diversity, Equity and Inclusion Work Plan to align with community input and to keep current with best practices Pros March 15, 2022 Item #8 Page 3 of 34 •Implementation of the work plan would continue the city's efforts to deliver resources, services and reinforce Diversity, Equity and Inclusion values Cons •Delay in providing resources and services 2. Temporarily postpone the approval of the proposed Diversity, Equity and Inclusion Work Plan if the City Council wishes to revise recommended elements. Staff would then work with the Diversity, Equity and Inclusion Committee to incorporate the City Council's feedback. Pros •Provides the City Council the opportunity to make revisions to the work plan Cons •Would delay implementation of the proposed diversity, equity and inclusion initiatives Fiscal Analysis No additional costs are explicitly associated with the approval of the Diversity, Equity and Inclusion Work Plan. Recommendations listed within the Diversity, Equity and Inclusion Work Plan can be executed without the need for any additional funding in FY 2021-22. Should any of the recommendations within the work plan require additional resources in the future, these resource requests will be made during the annual budget process. Next Steps If the Diversity, Equity and Inclusion Work Plan is approved, staff will collaborate with the Diversity, Equity and Inclusion Committee and city departments to begin work on implementing the Diversity, Equity and Inclusion Work Plan. Staff will continue to expand and enhance current and best practices such as diversity, equity and inclusion educational workshops and trainings. Environmental Evaluation This action does not constitute a "project" within the meaning of the California Environmental Quality Act under California Public Resources Code Section 21065 in that it has no potential to cause either a direct physical change in the environment or a reasonably foreseeable indirect physical change in the environment. Public Notification This item was noticed in keeping with the state's Ralph M. Brown Act and it was available for public viewing and review at least 72 hours before the scheduled meeting date. Exhibits 1.City Council resolution 2.Land Acknowledgement Toolkit, California State University, San Marcos 3.Pronouns Matter, pronouns.org March 15, 2022 Item #8 Page 4 of 34 c. MATT HALL: Mayor RESOLUTION NO. 2022-071 A RESOLUTION OF THE CITY COUNCIL OF THE CITY OF CARLSBAD, CALIFORNIA, APPROVING THE DIVERSITY, EQUITY AND INCLUSION WORK PLAN WHEREAS, the City Council of the City of Carlsbad, California has determined that reinforcing the values of Diversity, Equity and Inclusion are foundational to the City of Carlsbad Community and Organizational Values; and WHEREAS, the City Council of the City of Carlsbad offered support in June 2020 to provide the resources necessary to hire a Senior Program Manager dedicated to develop and oversee a Diversity, Equity and Inclusion program; and WHEREAS, the City Council of the City of Carlsbad, California has determined that the Diversity, Equity and Inclusion Work Plan supports areas of growth from the Diversity, Equity and Inclusion Survey Report. NOW, THEREFORE, BE IT RESOLVED by the City Council of the City of Carlsbad, California, as follows: 1.That the above recitations are true and correct 2.That the Diversity, Equity and Work Plan (Attachment A) is approved. PASSED, APPROVED AND ADOPTED at a Regular Meeting of the City Council of the City of Carlsbad on the 15th day of March 2022, by the following vote, to wit: AYES: Hall, Blackburn, Bhat-Patel, Acosta, Norby. NAYS: None. ABSENT: None. 4 — -AV FAVIOLA MEDINA, City Clerk Services Manager (SEAL) Attachment A Diversity, Equity and Inclusion Proposed Work Plan During its spring 2021 goal setting process, the City Council established diversity, equity and inclusion as foundational to all city work plans. Developed by the city's Diversity, Equity and Inclusion (DEI) Committee, this Work Plan reflects the mission and purpose of the Committee as articulated in the adopted DEI Committee Charter. The Work Plan incorporates feedback from the DEI Employee Survey (September 2020), the DEI citywide MS Teams Channel and DEI Committee members and applies best practices from the International City/County Management Association (ICMA) Equity and Inclusion Toolkit and the Government Alliance on Race and Equality Racial Equity Action Plan Guide. The goals and strategies described in this proposed Work Plan are: •Systemic in dismantling structural barriers to achieving DEI •Intentional in both creating a sense of belonging and amplifying marginalized voices within the organization •Scalable and sustainable over time with variable resources The Work Plan strives to achieve the following outcomes by improving on areas identified in the DEI Employee Survey: •The city organization continues to make progress with diversity, equity, and inclusion initiatives. •All employees feel like they belong within the city organization. •City leadership models and enforces diversity, equity, and inclusion policies and practices. •Diverse individual perspectives and/or opinions are invited and included in decision making. •Employees feel encouraged and empowered to voice a contrary opinion without fear of negative consequences. •City leadership is diverse and representative of city employee demographics. This initial Work Plan is intended to cover a time frame of approximately two years with timelines to be set toward achieving goals and meeting accountability measures. The Work Plan is to align with the term of service of current DEI Committee members, per the adopted DEI Committee Charter. Additional resources needed for implementation will be requested during the city's regular budget cycle, or as prioritized by the DEI Steering Committee. Continuous improvement will be measured through formal evaluation of the Work Plan through development of performance metrics that will be reported on in a DEI Annual Report compiled by the DEI Committee. Successful implementation of this Work Plan will ensure DEI remains an underlying value that guides every decision that is made in the city, from budgeting to staffing to programming. December 1, 2021 March 15, 2022 Item #8 Page 6 of 34 Goal 1— Organizational Assessment and Readiness 1.1 Assess current state of DEI in the city organization •Establish a data collection task force to collect baseline data related to DEI. •Determine current status of DEI efforts by applying an existing assessment tool appropriate for local government. 1.2 Collect research on best practices from the field and assess applicability to Carlsbad •Create central location and establish a curator role to collect best practices and research accessible to all city employees on the city intranet. 1.3 Build internal capacity to implement DEI initiatives •Establish a mandatory DEI training curriculum to begin with city leadership and management focused on addressing implicit bias, having difficult/challenging conversations and creating a sense of belonging. •Identify opportunities to incorporate DEI concepts into existing mandatory trainings for all employees, when feasible. •Develop and implement a communications plan to increase all employees' awareness of DEI goals, expectations, roles and performance measurement. Include strategies for communicating with leadership, employees, and the community on a regular basis about the purpose of this process, updates, results, and indicating points of contact for anyone with questions. •Establish and define roles for DEI Champions/Change Teams in each city department. December 1, 2021 March 15, 2022 Item #8 Page 7 of 34 Goal 2 - Diverse workforce 2.1 Recruit and retain a workforce that reflects the values of diversity, equity and inclusion •Recommend process improvements to eliminate bias in the application screening process. •Provide guidance to hiring panels on avoiding implicit bias and recommend process improvements to diversify selection of hiring panels. •Continue to diversify recruitment outlets. •Continue to develop and refine strategies for retention, including mentorship, pathways to career succession, advancement and professional development opportunities. •Expand multilingual pay to include additional languages such as American Sign Language for all employee bargaining units and non-represented employees (ex. Management, part-time). 2.2 Develop skill sets for working in an inclusive and respectful manner with one another and with the community •Create a roster of available multilingual and American Sign Language proficient employees who can assist with customers and service needs that is available to all city employees, and a way for customers to easily identify multilingual employees. Train all city employees on how to obtain multilingual assistance. •Incorporate strategies for effectively defining, addressing and stopping microaggressions into the existing mandatory Respectful Workplace training for all employees. •Reinforce how to create a sense of belonging by offering training to all employees on key topics such as inclusion frameworks and strategies, effective bystander training, addressing implicit bias and having challenging conversations. •Continue to implement strategies to remove barriers and improve accessibility on how to provide superior customer service and accessibility for persons with disabilities. December 1, 2021 March 15, 2022 Item #8 Page 8 of 34 Goal 3 - Equity in service delivery 3.1 Apply an "equity lens" approach •Develop a DEI Lens/Impact Assessment rubric that proactively identifies barriers and opportunities in policies, plans, practices, programs and services, and a framework for applying the rubric to key decisions to ensure DEI is considered in all areas of city operations. 3.2 Ensure accessibility to city services for all •Develop a list of ways to improve inclusivity and accessibility for everyone to be considered when developing materials for employees and the public. •Evaluate existing training materials for city employees to ensure they are inclusive, such as offering various languages, addressing accessibility and other potential barriers to comprehension. Recommend a plan for making necessary adjustments. •Recommend ways to provide forms and materials in other languages city-wide that are distributed to the public. •Evaluate all communications from the city, such as e-mail and website, to consider inclusivity and accessibility for everyone such as offering accurate translations in various languages and eliminating other potential barriers to comprehension. 3.3 Diversify procurement and contracting •Review and update existing Council policies, Administrative Orders and municipal code provisions, and professional services agreement templates on procurement and contracting as applicable to ensure systemic incorporation of DEI in existing policies and practices. •Benchmark organizations in the region to ensure the city improves upon current best practices. December 1, 2021 March 15, 2022 Item #8 Page 9 of 34 Goal 4 - Environment of inclusion that welcomes and respects everyone 4.1 Develop and implement policies that reinforce DEI as a value •Formally adopt diversity, equity and inclusion as organizational values and promote them on public platforms such as the city website. •Create a DEI Statement to be included on all recruitment materials. 4.2 Encourage diverse representation throughout the city •Continue to support the ability for employees to add pronouns to official city email signatures, business cards and employee name tags/ID badges. •Evaluate all current city holidays, such as Columbus Day, and apply a DEI lens to ensure all recognized city holidays are respectfully inclusive, i.e. Indigenous Peoples' Day, Juneteenth, Cesar Chavez Day. •Pending future City Council action, enhance the City Council's efforts to support the I.GBTQIA+ community by displaying the Rainbow Flag during Pride Month. Pursue additional opportunities for representation and allyship practices. •Define and develop a Native American land acknowledgement statement that can be used as appropriate to recognize past and present regional culture while showing promise towards a shared, inclusive future. •Evaluate images and photography on current city communications materials and recommend opportunities to respectfully model diversity and inclusion. •Organize, support and participate in city-sponsored activities and events for employees and the public that celebrate cultural diversity, amplify marginalized voices in the community and create a sense of belonging. 4.3 Create a welcoming, non-judgmental environment for people to share their stories •Schedule recurring roundtable for employees throughout the organization to share open dialogue with leadership about DEI issues. •Continue to encourage citywide employee participation in the MS Teams DEI Channel. •Host listening circles on a regular basis in various formats for employees to respectfully share thoughts and ideas on DEI at all levels of the organization. 4.4 Recognize and Celebrate Successes •Create an Intranet page for the DEI Committee to gather input and share updates, results and points of contact. •Highlight articles and stories celebrating DEI within the organization by establishing a regular DEI Column in the employee newsletter. December 1, 2021 AMERICAN INDIAN STUDIES 'Our existen-e s o,Jr. starce Item a Page 11 of 34 March 15, 2022 The purpose of this toolkit is to encourage all academic staff, students, administrators to acknowledge the original nations on whose land we live, learn, and work. We approach our work through an indigenous epistemology, committed to the core values of the California Indian Culture and Sovereignty Center (CICSC) and American Indian Studies (AIS): Responsibility 0 Reciprocity 0 Respect 0 Relationships PALOMAR COLLEGE' Learning for Success Southern C.7 tlifbrnia Tribz I Chairmen's Assoc!. 77 !tern #8 Page 12 of 34 The creation of this toolkit was a collaborative process from the outset, as California Indian Culture and Sovereignty Center and American Indian Studies does not see itself as the designated entity to determine land claims. We perceive ourselves as accountable to the sovereign tribal nations of our region. This land acknowledgement was developed in partnership with Palomar College American Indian Studies department with comprehensive tribal consultation and approval by Southern California Tribal Chairrw fA 5M§pciation on June 28, 2019. We acknowledge that the land on which we gather is the traditional territory of the Luiserio/Payomkawichum people. Today, the meeting place of CSUSM and its surrounding areas is still home to the six federally recognized bands of the La Jolla, Pala, Pauma, Pechanga, Rincon, Soboba Luisefio/Payomkawichum people. It is also important to acknowledge that this land remains the shared space among the Kuupangaxwichem/Cuperio and Kumeyaay and 1pai peoples. A Land Acknowledgement is a formal statement that recognizes and respects the indigenous peoples as traditional stewards of this land, the enduring relationship that exists between indigenous peoples and their traditional lands. This is an act of conciliation that makes a statement recognizing the traditional land of the indigenous people who have called and still call the land home before and after the arrival of settlers. To recognize the land is an expression of gratitude and appreciation to those whose homelands you reside on and a recognition of the original people who have been Living and working on the land from time immemorial. It is important to realize the longstanding history that has brought you to reside on the lands and to seek to appreciate your place within that history. Land acknowledgements do not exist in past tense or outside historical context. Colonialism is an ongoing process and we need to build our mindfulness of our present participation. The use of a land acknowledgement statement also encourages individuals to think about what it means to occupy space on indigenous lands. WHAT IS L4 D ACKNOWLEDGEMENT? WHY DO WE RECOGNIZE THE LAND? March 15, 2022 Item #8 Page 13 of 34 WHY DO WE RECOGNIZE THE LAND? The acknowledgment of indigenous lands ultimately provides exposure and a learning opportunity for individuals who may have never heard the names of the tribes that have and continue to live and learn from the land they are standing on. It is also worth noting that acknowledging the land is indigenous/tribal protocol and the practice establishes a respectful routine and habit of supporting reconciliation. Acknowledging the land is a transformative act that works to undo the intentional erasure of indigenous peoples is the first step in decolonizing land relations. 1 "We acknowledge that we are on the traditional territory and homelands of the Luiselio/Payamkawichum people." HOW DO WE ACKNOWLEDGE THE LAND? •Luisefio (Loo-sin-yo) •PayOmkawichurn (Pie-yom-ko-wi-shum) - I .1= agrQi7c,, IMPORTANT THINGS TO KNOW ABOUT ACKNOWLEDGEMENT evririkif WHY The way acknowledgment is delivered matters. It should not be a formulaic recitation. It is important to understand that the land was not given away to settlers. This is unceded land and this requires respect in the acknowledgement at the very least. A land acknowledgment is not something you "just do" before an event. Rather it is a reflective process in which you build mindfulness and intention before walking into whatever gathering you are having. HOW O The person giving the acknowledgement should be the host of the event or meeting themselves. However, we encourage that the group collectively read aloud together the land acknowledgement, when possible. O Include a formal thank you to the host nation whenever making a presentation or holding a meeting, whether or not indigenous individuals are part of the meeting or gathering. 4, If you do not know the name of the Nation on whose land you are on, ask The California Indian Culture and Sovereignty Center, Office of Tribal Liaison for help and pronunciation. O Be respectful and practice saying the name out loud. Item #8 Page 15 of 34 RESPONSIBILITY IMPORTANT THINGS TO KNOW ABOUT ACKNOWLEDGEMENT WHEN •The opening of each campus video •First day of class •Before a special meeting or event •Campus-wide events •Graduation •Academic Senate •Sporting events •ASI events WHERE •At all on campus activities and events, however, it is recommended when students, staff and faculty are at conferences or events representing CSUSM that they acknowledge whose land the campus sits on. •When off campus, if you do not know the name of the Tribal Nation on whose land you are on, ask The California Indian Culture and Sovereignty Center, Office of Tribal Liaison for help and pronunciation or you can reach out to your event host when away. •Place it in your syllabus. EXAMPLE: We acknowledge that the land on which we gather is the traditional territory of the Luiselio/Payomkawichum people. Today, the meeting place of CSUSM and its surrounding areas is still home to the six federally recognized bands of the La Jolla, Pala, Pauma, Pechanga, Rincon, Soboba Luiseno/Payomkawichum people. It is also important to acknowledge that this land remains the shared space among the Kuupangaxwichemi Cupeno and Kumeyaay and Ipai peoples or a shorter version with a link. •Consider developing an assignment to have your students read and learn the tool kit. EXAMPLE: Develop a syllabus quiz at the beginning of the semester and create questions that have to be answered only after the toolkit is read. keallarml Item #8 Page 16 of 34 RESPONSIBILITY IMPORTANT THINGS TO KNOW Annuiir ACKNMITLEDCEAENT WHERE •"We acknowledge that we are on the traditional territory and homelands of the people." This would be the short version with the link to the larger explanation at www.csusm.eduicicsc. 0 Campus email signature: EXAMPLE: A guest on traditional, unceded Luisetio/Payomkawichum land. EXAMPLE: Joely (Luisefio/Pay6mkawichum) Joely Proudfit, Ph.D. I Director, California Indian Culture & Sovereignty Center Department Chair and Professor, American Indian Studies Office: 760-750-3535 I Direct: 760-750-4619 Email: jproudfi©csusm.edu Website: www.csusm.eduicicsc "We acknowledge that we are on the traditional territory and homelands of the Luisefio/Payeimkawichurn people." For more information please go to www.csusm.edu/cicsc. Joe Smith, Ph.D., Assistant Professor Department of Sociology Office: 760-555-5555 Email: XXXXXXXXXX A guest on traditional, unceded Luisefio/Payomkawichum land. For more information please go to www.csusm.edu/cicsc. Item #8 Page 17 of 34 RTANTIF J C!) TO KNOW rfL3 1-7,:_,'NNO'n7LEDGENI ENT WHERE VIRTUAL LAND ACKNOWLEDGEMENTEXAMPLE: Virtual Land Acknowledgment: (Faculty) We acknowledge that this Virtual Classroom is taking place throughout the unceded territory of California home to nearly 200 tribal nations. As we begin this event, we acknowledge and honor the original inhabitants of our various regions. A land acknowledgement is a critical step towards working with native communities to secure meaningful partnership and inclusion in the stewardship and protection of their cultural resources and homelands. Let's take a moment to honor these ancestral grounds that we are collectively gathered upon and support the resilience and strength that all Indigenous people have shown worldwide. I am currently teaching online from my home in xxxxx which is on the traditional unceded territory of the xxxxxxxxxxxx. Virtual Land Acknowledgment: (Student) We acknowledge that this Virtual Classroom is taking place throughout the unceded territory of California home to nearly 200 tribal nations. I acknowledge and honor the original inhabitants of our various regions. A land acknowledgement is a critical step towards working with native communities to secure meaningful partnership and inclusion in the stewardship and protection of their cultural resources and homelands. I recognize and honor these ancestral grounds that I reside and learn upon and support the resilience and strength that all Indigenous people have shown worldwide. I am currently learning on from my home in xxxxx which is on the traditional unceded territory of the xxxxxxxxxxxx. Item #8 Page 18 of 34 MOVENG VOND ACKNOWLEDGEMENT Although it is important to acknowledge the land, this acknowledgement is only a first step. This is about relationships and supportive association. It is a lifelong process of building relationships based on trust, consistency, and accountability with American Indian peoples and tribal nations. Some of the terminology that one needs to be aware of when thinking about allyship with California Indian nations and peoples is found below. If you are not indigenous to Payamkawichum territory, you are a settler or a guest, and are accountable to the land and Payamkawichum people as beneficiaries of the violence that make it possible for you to be here. AlLyship is a continuous process; it is also not a label one can give one's self, but one you earn from your actions and commitment to standing in solidarity by respecting American Indian nations. Moving beyond land acknowledgments means asking difficult questions; how can you be in a balanced relationship with American Indian nations and citizens with the ecology around you? Please don't presume or assume. Poor atlyship is speaking over Native people by taking credit and receiving recognition for arguments that the Native people have been making for their entire lives. Allies must continually engage in self-reflection and • should consistently work at being an ally (through learning, acting in a de-colonial manner, and sustaining relationships with American Indian nations and peoples, etc.) NOTE: Being a good ally does not mean you have to be us to support us. In other words, intentionally identifying as a Native American without any connection is not appreciated or recommended. Item #8 Page 19 of 34 ALLYSHIP March 15, 2022 HERE ARE SOME SIMPLE WAYS YOU CAN BEGIN THE ONGOING AND CONTINUAL PROCESS OF ACTING IN SOLIDARITY WITH AMERICAG, RIMMANS: LEARN About oppression and privilege. a About the history of colonization. a About California Indian peoples and cultures. About the land you live on. There are many books, blogs, documentaries, tribal nation websites, plays, and songs that California Indian people have written and performed that are great places to start learning. Native Land website (http://native- land.cal) offers an online platform where uses can interact with maps of Indigenous lands, treaties and languages. However, there are many questions one still needs to address when using such maps; like shared spaces, time periods, it's incomplete and in development, and territories overlap. Therefore, it is always important to work with the California Indian Culture and Sovereignty Center to make sure. March 15, 2022 -AE .RE ARE SOME SIMPLE WAY'S YOU CAN BEGIN THE ONGOING AND CONTINUAL PROCESS OF ACTINIC; IN SOLIDARITY W17E-1 A ER RCA JAI N S BUILD RELATIONSHIPS Building relationships is a very important aspect of standing in solidarity. A great place to start on campus is going to the California Indian Culture and Sovereignty Center located at SBSB 1118. We hold numerous outreach, cultural, and educational events throughout the year that are open to everyone. In addition, consider taking an American Indian Studies course. Follow the CICSC and AIS on Facebook, social media sites, and sign up for our newsletters. ACT Act by being accountable towards American Indian people and communities by supporting what they are saying is important, aligning oneself with the struggle, and speaking up when something problematic is said. ASK Don't presume or assume. Contact the California Indian Culture and Sovereignty Center at cicscgcsusm.edu or (760) 750-3535. March 15, 2022 Below is excerpted from the Anti Oppression Network, revised to frame within the settler colonialism context (https://theantioppressionnetwork.com/allyshipP •aLtyship is not an identity—it is a lifelong process of building relationships based on trust, consistency, and accountability with marginalized individuals and/or groups of people •allyship is not self-defined—our work and our efforts must be recognized by the people we seek to ally ourselves with it is important to be intentional in how we frame the work we do, i.e. we are showing support for..., we are showing our commitment to ending to system of oppression/ by..., we are using our privilege to help by... Responsibilities: We are not acting out of guilt, but rather out of responsibility we actively acknowledge our privilege and power and openly discuss them: we recognize that as recipients of privilege we wilt always be capable of perpetuating systems of oppression from which our privilege came. Privilege in this sense means the privilege of living on lands not of your own heritage of origin, acquired through processes of historical injustice. •we listen more and speak less: we hold back on our ideas, opinions, and ideologies, and resist the urge to "save" the people we seek to work with; with adequate resources and support, they will figure out their own solutions that meet their needs, •we do our work with integrity and direct communication; we take guidance and direction from the people we seek to work with (not the other way around), and we keep our word •we do not expect to be educated by others: we continuously do our own research on the oppressions experienced by the people we seek to work with, including herstory/history, current news, and what realities created by systems of oppression look, feet, smell, taste and sound like. •we build our capacity to receive criticism, to be honest and accountable with our mistakes, and recognize that being called out for making a mistake is a gift—that it is an honor of trust to receive a chance to be a better person, to learn, to grow, and to do things differently •we embrace the emotions that come out of the process of allyship, understanding that building atlyships is messy work and it is inevitable that we will feel uncomfortable, challenged and hurt. •our needs are secondary to the people we seek to work with: we are responsible for our self-care and recognize that part of the privilege of our identity is that we have a choice about whether or not to resist oppression; we do not expect the; seek to work with to provide emotional support (and we're grateful if th' s, not expect awards or special recognition for confronting issues that people have live with every day and redirect attention to the groups we are supporting, and issues they face, whenil Item 4ct8 Page 22 of 34 Below is excerpted from the Anti Oppression Network, revised to frame within the settler colonialism context (https:iltheantioppressionnetwork.com/allyshipP Roles: We act out of a genuine interest in challenging larger oppressive power structures •we are here to support and make use of our privilege and power for the people we seek to work with •we turn the spotlight we are given away from ourselves and towards the voices of those who are continuously marginalized, silenced, and ignored; we give credit where credit is due •we use opportunities to engage people with whom we share identity and privilege in conversations about oppression experienced by those we seek to work with It is important to talk about allyship in this way, as much confusion has come out of problematic ideas of "being an ally". These may be well-meaning, but they often recreate the same oppressions or perpetuate new ones. Allyship is greatly valued and a huge step towards challenging oppression, however, we must understand possible feelings of resentment, bitterness, and even resistance towards us from the people we seek to work with. These feelings are not personal to us, but are reflective of peoples' experiences with atlyship with others like us (past and present). Building trust takes time, so we must recognize that what we can offer may not always be immediately needed or accepted. In the meantime, we have opportunities to practice atlyship every day: •How much space are we taking up in conversations? In rooms? In organizing? •How do we actively improve access to our meetings? Our actions? •How are our identities taking up space? Physically? Verbally? •How much do we know about the people we seek to work with? What are our assumptions and from where did they originate? •How aware are we of microaggressions specific to American Indian people? •Who are we leaving behind? In particular to colonization, take special effort to acknowledge the original peoples of the area/region/location in which you live, play, and do your work, and connect with your local Indigenous communities to involve them from the start, including elders, hereditary chiefs, and youth. ar6 Item #13' Page 23 of 34 Settler colonialism is both a root and result of racism and capitalism. California Indians have survived waves of genocide by multiple colonizing forces (Catholic Missions, Mexican period, gold rush, and government sanctioned militias) of land, resources, disease and indentured servitude. Those who stayed, and their descendants, are settlers because people whose heritage originates somewhere else cannot become indigenous. Colonialism is a root cause of many other "isms" and injustices. •Colonization is at the root of racism. Colonizers justified land theft and genocide by asserting that they were a religiously, culturally, and scientifically superior class of human beings. •Colonization by white Europeans introduced a strict Christianity-backed patriarchy that created and enforces gender roles and binary with the use of violence, indentured servitude with the mission system and gold rush period, sexual violence. COLONIALISM DEFINED Decolonization (excerpted from link below with slight revisions) https//opentextbc.ca/indigenizationfrontlineworkersichapter/decoloniz ation-and-indigenization/ Decolonization is the process of deconstructing colonial ideologies of the superiority and privilege of Western thought and approaches. Decolonization involves dismantling structures that perpetuate the status quo and addressing unbalanced power dynamics. For us decolonization involves valuing and revitalizing Indigenous knowledge and approaches and weeding out settler biases or assumptions that have impacted Indigenous ways of being. For non-Indigenous people, decolonization is the process of examining your beliefs about indigenous peoples and culture by learning about yourself in relationship to the communities where you live and the people with whom you interact. We work in systems that perpetuate colonial ideals and privilege Western ways of doing. For example, many institutional protocols use forms and procedures instead of first initiating relationships with students Decolonization is an ongoing process that requires all of us to be collectively involved and responsible. Decolonizing our institutions means we create spaces that are inclusive respectful, and honor Indigenous Peoples. HISTORMAL TRAUMA Understanding historical trauma helps explain the current problems facing many California Indians today. American Indians are experiencing historical loss symptoms (e.g., depression, substance dependence, diabetes, dysfunctional parenting, and unemployment) as a result of the cross-generational transmission of trauma from historical losses (e.g., loss of population, family, community, language loss, land, boarding school and culture). The teaching of U.S. history, in schools, museums, and the media, has left out the voices of the original nations and peoples. California native people have endured colonial efforts to erase their existence, cultures, religions, languages and connections to ancestral territories. Despite the influx of the mission system and a "war of extermination" during California statehood, native people have maintained their presence in and stewardship of their homelands. California is home to nearly two hundred tribes, both (109) federally recognized and (80+) federally unrecognized. Had the 18 original treaties with California Indian tribes been honored by the state and federal government, California Indian tribes would possess over 7.5 million acres of !and. Today, California tribes collectively possess about 7% of their unratified treaty territory. Despite federal and state efforts to erode ownership, control, and visibility California Indian people remain actively engaged in cultural revitalization, resource protection and self-determination within every region of California. Systematic denial of indigenous knowledge, cultural authority, and historical experiences perpetuates the colonial structure of oppression. March 15, 2022 Item #8 Page 26 of 34 The people who lived in a place prior to colonial contact are indigenous. American Indians who live in the territories of other Native people are there because of the violent disruptions to their own communities; they are still indigenous but are also accountable to the peoples of the homelands they reside in California tribal nations are the original nations of California. This includes both federally and state recognized tribes. Please see information about tribal definitions http://www.narf.orefrequently-asked- questions/ INDIGENOUS DEFINED CALIFORNIA INDIANS DEFINED 'March 15, 2022 The following is excerpted from the article "Settler Fragility: Why Settler Privilege is So Hard to Talk About" by Dina Gilio-Whitaker. https://www.beaconbroadside.com/broadside/201 8/1 1 /settler-fragility- why-settler-privilege-is-so-hard-to-talk-about.html Settler Fragility "Settler fragility stems from settler privilege, which is similar to white privilege in that it is systemic, structural, and based on white supremacy making it difficult to identify. Only in some ways, settler privilege is far more covert and cunning. The reason is because of the ubiquitous ways the US is normalized; that is, the US settler state is the "water we swim in," US citizens of all races and ethnic groups have been indoctrinated their entire lives with messages designed to foster a sense of national pride and belonging in the making of what has been called an"imagined community," which always occurs on Indigenous lands., Their citizenship and their very identity are taken for granted without critical consciousness about the US's contradictory foundational structures and narratives. Settler privilege simultaneously implicates and is beyond racism, which is one reason why, paradoxically, even non-Native people of color can experience a type of privilege and fragility. Fragility stems from the need to distance oneself from complicity in settler colonialism, in what some scholars have called "settler moves to innocence." The good-bad binary is part of this distancing impulse, because like racism, nobody wants to be associated with genocide and injustice, especially in a country that touts its democracy and equality, and especially for people who have been oppressed by it in other ways. But compared to white privilege, this is what makes settler privilege so much more beguiling and difficult: it cuts to the core of American identity in all its iterations, subtly calling into question the legitimacy of the US and the sense of belongirig on the land. In the middle we se The following is excerpted from the article "Settler Fragility: Why Settler Privilege is So Hard to Talk About" by Dina Gilio-Whitaker https://www. beaconbroadside.comibroadside/201 8/1 1 /settler-fragility-why- settler-privilege-is-so-hard-to-talk-about.html Here are some of the ways settler fragility can be seen in all ranges of the pot itical spectrum. On the liberal end we see; 1."I love Indians and Indian culture, I believe I have Native ancestry somewhere in my family tree" (I have been oppressed, too„ even though I'm white) 2."Even though the Indians didn't deserve what we did to them, the damage is done and there is nothing we can do to right the wrongs that have been done to them" (We should all move on and forget the past and Indians should get beyond their victimization). 3."We are all one people now' (The settler state and all its attendant privileges must prevail). 4."I am a person of color and am subject to racism, so I don't have settler privilege" have no reason to be accountable to settler colonialism since I am oppressed, too). 5 "Since I am poor and don't own any land, I don't have settler privilege." 1. "Neither I or my ancestors killed anyone to be here" (rny people are not to blame). 2."We can't apply the standards of today to the behavior of our (European) ancestors" (evasion of accountability). 3."Most Native American people have white ancestry" (that means they are complicit in settler colonialism, too; if everyone is to blame, then no one is to blame). On the right end of the spectrum: 1."Indians were all killing each other anyway when Europeans got uncivilized savages anyway). 2."1"nn a 'native American because was born here (American Indian history is irrelevant, and the settler state prevails). It's important to emphasize that like white privilege, settler privilege is systemic, so just denying that one doesn't possess it doesn't mean one isn't complicit in it. This is about deeply questioning ail the assumptions we have been raised with in a society built on imperialism, private property (which includes slavery), and capitalism. Even for Native people who don't live in their ancestral homelands, the questions need to be asked: who are the original people of the place where I live, and what are my responsibilities to them? Page 90 34 .1.4M 0,/%2ENIMM, Finally, Land Acknowledgment by itself is a small gesture. It becomes meaningful when coupled with authentic relationship building, Community Participatory Based Research Practices (CPBR), and informed intentional action. Institutions, and the individuals that work and learn within their walls, have an obligation to native peoples to educate themselves in a thoughtful, responsible and respectful way. Most importantly, they have an obligation to be respectful and kind to our original nations by not perpetuating erasure, not presenting obstacles to our pedagogicalsovereignty (e.g. American Indian studies curriculum, epistemology, and faculty and student representation on campus, etc.). Remember: unless your ancestors came here in chains, you are here because you have unearned privilege from the history of genocide and land theft perpetuated by generations of aggressive settlement and ongoing systemic, structural genocide. Together we can effect change beyond our institutional walls and the walls in our minds, but it requires a brutally honest assessment of the reality of U.S. society. Our land acknowledgment offers our gratitude and privilege for those that came before us, the Luiselio/Payomkawichum people and who never left. We are more than a chicken ranch, so please stop referring to the history of CSUSM as beginning with the chicken ranch. Indigenous peoples have been here since time immemorial, as opposed to the comparatively short moment all others have been on the land. o www.csusm.edu/air •www.csusm.edukicsc •http://native-land.ca/ •http://www.narforg/frequently-asked- questions/ *How make 6: o Mac: Hold down OPTION key and then press "e", then type the letter you want to accent, like 6 o PC: Hold Alt and type 162 Allyship. (2017, November 28). Retrieved August 21, 2019, from https://theanti oppressionnetwork.com/allyship/ Cull, I., Hancock, R. L., McKeown, S., Pidgeon, M., & Vedan, A. (n.d.). Pulling Together: A Guide for Front-Line Staff, Student Services, and Advisors. Retrieved August 21, 2019, from https://opentextbc.ca/ indigenizationfrontLineworkers/chapter/ decolonization-and-indigenization/ Gilio-Whitaker, D. (2018, November 14). Settler Fragility: Why Settler Privilege Is So Hard to Talk About. Retrieved August 21, 2019, from https://www.beacon broadside.com/broadside/ 2018/11/ settler-fragility-why-settler-privilege-is- so-hard-to-talk-ab90,0fItipl Page 31 of 34 Exhibit 3 MyPronouns.org Resources on Personal Pronouns From Pronouns Matter MyPronouns.org What and Why WHAT ARE PERSONAL PRONOUNS AND WHY DO THEY MATTER? In English, whether we realize it or not, people frequently refer to us using pronouns when speaking about us. Often, when speaking of a singular human in the third person, these pronouns have a gender implied -- such as "he" to refer to a man/boy or "she" to refer to a woman/girl. These associations are not always accurate or helpful. Often, people make assumptions about the gender of another person based on the person's appearance or name. These assumptions aren't always correct, and the act of making an assumption (even if correct) sends a potentially harmful message -- that people have to look a certain way to demonstrate the gender that they are or are not. Using someone's correct personal pronouns is a way to respect them and create an inclusive environment, just as using a person's name can be a way to respect them. Just as it can be offensive or even harassing to make up a nickname for someone and call them that nickname against their will, it can be offensive or harassing to guess at someone's pronouns and refer to them using those pronouns if that is not how that person wants to be known. Or, worse, actively choosing to ignore the pronouns someone has stated that they go by could imply the oppressive notion that intersex, transgender, nonbinary, and gender nonconforming people do not or should not exist. When we refer to "personal" pronouns, we don't mean that these pronouns are necessarily private information (generally they are not), we mean that they are pronouns referring to a unique and individual person. Hopefully, you now have a fundamental understanding about why pronouns matter. If you'd like to know more and to hear stories from trans and gender nonconforming people about their lived experiences with pronouns, please check out some of the videos and links in the resources section of this website. Once you understand what we're talking about and why, let's learn about how to use personal pronouns. How HOW DO I USE PERSONAL PRONOUNS? When a person shares their pronouns, they are naming the pronouns that they want to be referred to by in the singular third person (when referring to that person while talking to March 15, 2022 Item #8 Page 32 of 34 someone else). Singular pronouns in the first person (when referring to yourself) or second person (when referring to a person when talking to that same person) do not vary. For reference, however, we have included examples of singular first person and second person pronouns, as well third person pronouns. Singular first person pronouns (that you should continue to use, as is): "I am a writer and wrote that book myself. Those ideas are mine. Do you like both me and my ideas?" Singular second person pronouns (that you should continue to use, as is): "You are a writer and wrote that book yourself. Those ideas are yours. I like both you and your ideas." Singular third person pronouns (that you should use as appropriate based on the pronouns the person being referred to goes by): Each of the following sets of pronouns may be the sets that certain people indicate should be used to refer to them. Below, they are presented in the forms of most common usage. Usually, the "they/them" pronouns set is acceptable to use when you don't yet know if a person goes by another set or sets of pronouns. You can learn more about the centuries of history behind the singular "they" pronoun to refer to an individual in the resources section. It is also possible to avoid pronouns, as demonstrated below under "no pronouns." Just because a person goes by a certain set or sets of pronouns is not indicative of that person's gender. A person could be transgender or not transgender (also called "cisgender" - the vast majority of the population is cisgender) and might share the pronouns they go by. A person could be a man or a woman or both or neither and share any number of these sets of pronouns as the correct ones to use for them, but which set they go by is not necessarily indicative of their gender, even though for most people there is an association between the pronouns they go by and the gender they are. She/Her: "She is a writer and wrote that book herself. Those ideas are hers. I like both her and her ideas." He/Him: "He is a writer and wrote that book himself. Those ideas are his. I like both him and his ideas." They/Them: "They are a writer and wrote that book themself. Those ideas are theirs. I like both them and their ideas." Please note that although "they" pronouns here are singular and refer to an individual, the verbs are conjugated the same as with the plural "they" (e.g. "they are"). March 15, 2022 Item #8 Page 33 of 34 Also note that in this singular pronoun set many use "themself" rather than "themselves," although both are typically acceptable. Ze/Hir: "Ze is a writer and wrote that book hirself. Those ideas are hirs. I like both hir and hir ideas." Please note that "ze" is usually pronounced with a long "e" and that "hir" and its forms are usually pronounced like the English word "here." Some people instead go by "ze/zir" pronouns because of the more consistent pronunciation and spelling - see the resources section for more pronouns sets. No Pronouns - Use My Nome (example for someone whose name is "Lan"): "Lan is a writer and wrote that book. Those ideas are Lan's. I like both Lan and Ian's ideas." If the reflexive component was important to communicate a message, you could use alternative language such as "Lan wrote that book unassisted" or "Lan was the sole author of that book." Some might simply say "Lan wrote the book Ian's self." There are additional sets of pronouns that some people might use (e.g. ze/zir, per/pers, ey/em, xe/xem, etc.). Please check with the person who goes by those pronouns and/or look for online resources to determine the proper ways to utilize them. Some people go by multiple sets of pronouns, and usually that means that it is okay to use any of the sets they go by. Some people ask that others vary the pronouns that are used within certain sets of pronouns. If in doubt about what that means for someone or to request examples of how to do that in practice, let the person know you want to be supportive and ask the person for more information or examples so that you can get it right. Please note that there are also nonbinary, gender-neutral titles (e.g. "Mx." usually pronounced like "mix" instead of "Mr." or "Ms.") and nonbinary, gender-neutral language that can be used for everyone (e.g. "friends and guests" instead of "ladies and gentlemen"). While this website is focused on pronouns, you can find more information about gender-neutral language through our resources page. You can also find more information about some of the more common pronouns sets through these links, which can also be used as a way to point others towards information about that pronoun set: •http://mypronouns.orashe •http://mvPronouns.org/he •http://mvpronouns.org/thev •http://mvpronouns.oraze •http://mvPronouns.org/neopronouns March 15, 2022 Item #8 Page 34 of 34 Diversity, Equity and Inclusion Work Plan Nancy Magpusao Burke (she/her), Senior Program Manager DEI Andrea Hilliard (she/her), Principal Librarian Esther Lan (she/her), Transportation Management Analyst March 15, 2022 TODAY’S PRESENTATION •Background •Summary of Work Plan •Recommended Action ITEM 8: Diversity, Equity and Inclusion Work Plan RECOMMENDED ACTION Adopt a resolution approving the two-year Diversity, Equity and Inclusion Work Plan ITEM 8: Diversity, Equity and Inclusion Work Plan VOICES OF CITY EMPLOYEES ITEM 8: Diversity, Equity and Inclusion Work Plan DIVERSITY, EQUITY AND INCLUSION COMMITTEE Andrea Hilliard:Library & Cultural Arts Ayinde Smith: Streets Maintenance Barney Dresman: Facilities Cassidy McCarthy: Construction Management Craddock Stropes: Public Works Curtis Jackson: Community Services Esther Lan: Transportation Hannah Nelson: Library & Cultural Arts *Kasia Trojanowska: Parks & Recreation Malcolm Warfield: Juvenile Justice Police Rosario Aranda: Finance Sandra Riggins: Library & Cultural Arts Stephan Tashoff :Police Taylor Larsen: Fire *Tracy Stayton: Parks & Recreation *Former committee member REGIONAL CONTEXT: DEI EFFORTS STAFFING ORGANIZATIONAL STRUCTURE COMMUNITY COLLABORATIONChief Race and Equity Officer Director Equity and Racial Justice Diversity and Equity Director Community equity committees Diversity/Equity Offices Police De-escalation Policy DEI Regional consortium Government Alliance on Race and Equity 2020 June 2021 City Council Approves DEI Position Sep 2020 Diversity, Equity and Inclusion Employee Survey Jan 2022 Employee Engagement Survey Launch, DEI elements added Dec 2021 DEI Proposed Work Plan Finalized March 2022 DEI Work Plan Presentation City Council 2022 March 2020 Pandemic Quarantine Losses, Hate Crimes Up 2021 DEI MILESTONES 2022 Implementation of DEI InitiativesFeb 2021 DEI Committee Announced DEMOGRAPHIC DATA WORK PLAN PURPOSE Intentional in creating a sense of belonging and amplifying marginalized voices within the organization Systemic in dismantling structural barriers to achieving DEI Ongoing, iterative process over time Scalable and sustainable over time with variable resources ITEM 8: Diversity, Equity and Inclusion Work Plan GOAL 1: Organizational Assessment and Readiness 1.1 Assess current state of DEI in the city organization 1.2 Collect research on best practices from the field and assess applicability to Carlsbad 1.3 Build internal capacity to implement DEI initiatives ITEM8: Diversity, Equity and Inclusion Work Plan GOAL 2: Diverse Workforce 2.1 Recruit and retain a workforce that reflects the values of diversity, equity and inclusion 2.2 Develop skill sets for working in an inclusive and respectful manner with one another and with the community ITEM 8: Diversity, Equity and Inclusion Work Plan GOAL 3: Equity in Service Delivery 3.1 Apply an “equity lens” approach 3.2 Ensure accessibility to city services for all 3.3 Diversify procurement and contracting ITEM 8: Diversity, Equity and Inclusion Work Plan GOAL 4: Environment of Inclusion that Welcomes and Respects Everyone ITEM 8: Diversity, Equity and Inclusion Work Plan 4.1 Develop and implement policies that reinforce DEI as a value 4.2 Encourage diverse representation throughout the city 4.3 Create a welcoming, non-judgmental environment for people to share their stories 4.4 Recognize and celebrate successes Native American Awareness, Relations, Land ACKNOWLEDGEMENT OF HOLIDAYS WITH CULTURAL RELEVANCE AFFIRMATION AND OPTIONAL USE OF GENDER PRONOUNS SHORT-TERM ACTIONSDIVERSITY, EQUITY AND INCLUSION EDUCATIONAL TRAININGS NATIVE AMERICAN AWARENESS, RELATIONS, LAND TRAININGS Apply diverse, equitable, inclusive framework Facilitate accessibility for all employees Promote dialogue Culture of respect and inclusivity ITEM 8: Diversity, Equity and Inclusion Work Plan HOLIDAYS Indigenous Peoples Day, October 8 César Chávez Day,March 31 Juneteenth, June 19 Updated proclamations ITEM 8: Diversity, Equity and Inclusion Work Plan GENDER PRONOUNS Gender identity is self-determining Invitation for employees to optionally share pronouns California Senate Bill 179, Gender Recognition Act: enacted Jan 2019 Gender pronoun practices ITEM 8: Diversity, Equity and Inclusion Work Plan NATIVE AMERICAN RELATIONS San Diego County home to the most federally recognized reservations in U.S. -18 Develop cultural and land awareness Model respectful relations Regional examples ITEM 8: Diversity, Equity and Inclusion Work Plan WORK PLAN IMPLEMENTATION TIME FRAME BUDGET AND RESOURCES MEASUREMENT STEERING COMMITTEE Scott Chadwick, City Manager Paz Gomez, Deputy City Manager, Public Works Michael Calderwood,Chief, Fire Department Laura Rocha, Deputy City Manager, Administrative Services Judy von Kalinowski, Director,Human Resources RECOMMENDED ACTION Adopt a resolution approving the two-year Diversity, Equity and Inclusion Work Plan ITEM 8: Diversity, Equity and Inclusion Work Plan THANK YOU ITEM 8: Diversity, Equity and Inclusion Work Plan