HomeMy WebLinkAbout128-R-22 Authorizing the City Manager to Execute the Professional Services Agreement with the Board of Trustees of the U of I and the City of Evanston for the University to Conduct and Oversee the Racial Equity Diversity and Inclusion Committee12/16/2021
128-R-22
A RESOLUTION
Authorizing the City Manager to Execute the Professional Services
Agreement with the Board of Trustees of the University of Illinois and
the City of Evanston for the University to Conduct and Oversee the
Racial Equity Diversity and Inclusion Committee
WHEREAS, the City of Evanston (the “City”) desires to have an diverse
and inclusive work environment for its employees, contractors, and volunteers; and
WHEREAS, the City desires to engage the expertise of the University of
Illinois and the Great Cities Institute, CUPPA (“UIC”) in order to foster ideas of racial
equity and translate them into the workplace;
WHEREAS, the City authorized an agreement with UIC via Resolution
133-R-21 and the City wishes to renew;
WHEREAS, the City Council has determined that it is in the best interest
of the City and its residents to renew the agreement.
NOW BE IT RESOLVED BY THE CITY COUNCIL OF THE CITY OF
EVANSTON, COOK COUNTY, ILLINOIS:
SECTION 1: The City Manager is hereby authorized and directed to sign
the Professional Services Agreement (the “Agreement”) by and between the City and
the Board of Trustees for the University of Illinois, an Illinois not-for-profit corporation.
The Agreement is attached hereto as Exhibit 1 and incorporated herein by reference.
SECTION 2: The Agreement will fund an initiative called the “Racial Equity
Diversity and Inclusion (‘REDI’) Committee” that will conduct the third year of an equity-
driven pilot project for City staff; the committee will go through a cycle of measurement,
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128-R-22
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collection and analysis grounded in a racial equity impact framework for internal process
improvement in the amount of fifty thousand and 00/100 dollars ($50,000.00).
SECTION 3: The City Manager is hereby authorized and directed to
negotiate any additional conditions of said Agreement that he deems to be in the best
interests of the City.
SECTION 4: This Resolution shall be in full force and effect from and
after its passage and approval, in the manner provided by law.
_______________________________
Daniel Biss, Mayor
Attest:
_______________________________
Stephanie Mendoza, City Clerk
Adopted: __________________, 2021
Approved as to form:
_______________________________
Nicholas E. Cummings, Corporation Counsel
December 12
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This form may be used only for transactions of $10,000 or more.
This form may not be used for healthcare-related services.
Agreement between
The Board of Trustees of the University of Illinois
and
the City of Evanston
The parties to this Agreement are the Board of Trustees of the University of Illinois, a body corporate
and politic of the State of Illinois, on behalf of its Great Cities Institute, CUPPA
at Chicago
("University") and the City of Evanston , a(n)
Illinois Local Government Entity with a principal office located at
2100 Ridge Ave, Evanston, IL 60201 (Client).
ARTICLE 1: PURPOSE
Client desires to engage the expertise of University to perform certain services as described below
("Services"). University has determined that performing the services will promote one or more of the
University's missions of public service, research, teaching, and economic development.
ARTICLE 2: SCOPE OF SERVICES
2.1 Services to Be Performed. University shall perform the following Services, which may not
begin until this Agreement is signed by both parties:
REDI YEAR 3 - The third cohort of REDI is recruited, trained and empowered to launch new
pilot projects:
Planning Meeting and Timeline (deliverable) - Create a timeline for the pilot projects and
identify key meeting dates and milestones for the project teams to meet. This will be shared in
a 1-2 page memo.
Equity Process Improvement Trainings - Identify key discussions and concepts that must
happen in order for the ideas of racial equity to be translated into the work of responsive public
administration service delivery. Prepare and facilitate between 4-6 internal meetings related to
the pilot projects.
Data Collection and Analysis - Provide continuing analysis on the REIA model to solicit relevant
and impactful feedback from staff working on the pilot projects.
Presentation of Pilot Project results, feedback and evaluation memo (deliverable) - A short 3-5
memo will use the results from the pilot projects to assess strategic next steps for continuing
work and training for the REDI committee which may include initial departments that are
prepared to incorporate racial equity impact analysis into their internal operations.
Ensure current pilot projects and new ones are implemented through the onboarding process of
the new REDI related position
The pilot projects identified by the clients Racial Equity Diversity and Inclusion (REDI)
committee will go through a cycle of measurement, collection and analysis grounded in a racial
equity impact framework for internal process improvement.
The first and second cohorts focus on strategy development towards a racial equity action plan
that includes specific recommendations on how to partner with the Equity and Empowerment
Commission and identify engagement and training opportunities for Senior Leadership (City
Manager/Department Heads), the Equity and Empowerment Commission (EEC) and City
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Council
2.2 Deliverables. As part of the Services, University shall deliver to Client the following items
"Deliverables":
1. An interim 3-5 page memo outlining pilot projects and their timelines for completion for
Phase 3 in June or July 2023.This will also include updates from the EEC and projects on which
they are working.
2. A final report of at least 10 pages based on the results of the pilot projects, EEC projects and
other activities related to Phase 3.
3. Any other reports, presentations and participation in meetings not listed will be agreed upon
on a case-by-case basis.
ARTICLE 3: TERM AND TERMINATION
3.1 Term. This Agreement takes effect on the date of last signature appearing below and expires on
Dec. 31, 2023 unless terminated or renewed by the parties. The term, including all
renewals, shall not exceed 10 years.
3.2 Renewal Options. The parties may renew this Agreement only by written amendment.
3.3 Termination for Cause. A party will have 10 days (or any longer period agreed to by the
aggrieved party) to cure a breach of this Agreement after receiving notice of such breach by the
aggrieved party. The aggrieved party may consider this Agreement terminated without further
notice if the defaulting party fails to cure the breach within the prescribed period.
3.4 Termination for Convenience. Either party may terminate this Agreement for convenience
upon 30 days' prior written notice to the other party.
3.5 Effect of Early Termination. In the event of early termination, Client shall pay University for
Services performed and Deliverables provided to the date of termination, and for the cost of all
non-cancellable obligations made on Client's behalf.
ARTICLE 4: COMPENSATION
4.1 Rate of Compensation. Client shall compensate University for Services performed under this
Agreement in accordance with the option indicated below:
Option A:The fixed amount of $ .50000.00
Option B:An hourly rate of $ , not to exceed hours
and not to exceed $ .
Option C:A daily rate of $ , not to exceed days
and not to exceed $ .
Option D:
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4.2 Payment Schedule. University will submit an invoice to Client for Services performed,
including any allowable reimbursable expenses incurred according to the following schedule:
January-March 2023 :$25,000; April-September:$15,000; September-Dec: $10,000
Within 30 days of its receipt of invoice, Client will remit the total due to University at the
address indicated on the invoice. University will not pay interest on Client funds advanced or
otherwise held on deposit.
4.3 Late Payments. University will assess a Late Payment Charge of 1.5% per month (18% per
annum), plus a $2 past due charge per month, on all past due balances. University may refer
Client's past due account for collection and may authorize legal action against Client for
collection. Client shall be liable for all reasonable collection costs and expenses, including
attorney's fees and court costs.
4.4 Suspension of Services. University may suspend performance of Services upon five days'
written notice for Client's failure to make timely payments. University will resume performance
upon Client's payment of all monies owed to University, provided that Client is not otherwise in
default of its obligations under this Agreement.
ARTICLE 5: LIABILITY AND WARRANTY
5.1 DISCLAIMER. University makes no representations, and disclaims all expressed and
implied warranties, including but not limited to warranties of merchantability, fitness
for a particular purpose, and non-infringement relating to all Services and
Deliverables furnished to Client under this Agreement.
5.2 Limitation of Liability. University shall not be liable to Client for any indirect, special,
exemplary, consequential, or incidental damages or lost profits arising out of, or relating to, this
Agreement, even if University had been advised of the possibility of such damages. University's
liability to Client for breach of contract damages shall not exceed the amount of compensation
actually paid by Client under the Agreement.
5.3 Warranty Regarding Information. Client represents to University that no material or
information provided to University includes any legally actionable, libelous, or otherwise
unlawful statements or information. Client shall be responsible for all claims and liabilities
arising out of any statements or information furnished to University by Client under this
Agreement.
ARTICLE 6: INSURANCE
During all times relevant to this Agreement, each party shall maintain general liability insurance,
whether through a commercial policy or through a program of self-insurance, with minimum limits of
$1 million per claim or occurrence and $2 million aggregate. If services provided under this contract
include any professional services, each party shall also maintain professional liability insurance,
whether through a commercial policy or through a program of self-insurance, with minimum limits of
$1 million per claim or occurrence and $3 million aggregate. Each party shall comply with applicable
state laws governing workers' compensation and mandatory insurance for vehicles. Within seven days
of request, a party shall provide to the requesting party a certificate of insurance evidencing the
coverage required by this Article 6.
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ARTICLE 7: RIGHTS IN DELIVERABLES
Title to existing intellectual property used by University in performing the Services and creating the
Deliverables shall remain vested in the original owner. Title to all intellectual property conceived or
reduced to practice by University employees and agents in performing the Services and in creating the
Deliverables shall vest in University. Title to tangible Deliverables identified in Article 2.2 shall vest in
Client upon delivery by University.
ARTICLE 8: THIRD PARTY INTELLECTUAL PROPERTY RIGHTS
Client represents to University that it has all necessary intellectual property rights in any proprietary
material or information provided required to perform the Services or to be included in the Deliverables
and Client shall pay all costs and expenses, including royalties and license fees, incident to any such
third party intellectual property rights. Client shall indemnify University and its trustees, officers and
employees against all third party infringement claims arising from intellectual property rights furnished
by Client to University for its use in performing the Agreement.
ARTICLE 9: GENERAL PROVISIONS
9.1 Force Majeure. A party is excused from performing its obligations under this Agreement when
conditions beyond its control and unforeseen by the parties make its performance commercially
impractical, illegal, or impossible. Conditions of excuse include, but are not limited to natural
disasters, strikes, fires, war, terrorism and threats of terrorism, and government actions. So
long as the conditions continue, the party whose performance is affected shall keep the other
party fully informed about the conditions and the prospects of their ending.
9.2 Independent Contractor. The parties are independent contractors with respect to each other.
Nothing in this Agreement is intended to create any association, partnership, joint venture or
agency relationship between them.
9.3 Use of Name. Client shall not use University's name or protected marks for any commercial
purpose without University's advance written consent.
9.4 Headings. Headings in this Agreement are intended only to assist with readability and are not
substantive.
9.5 Severability. If any provision of this Agreement is held by a court of competent jurisdiction to
be unenforceable, the provision shall be severed from this Agreement so long as severance does
not affect the enforceability or essential purpose of the remainder of the Agreement.
9.6 Assignment. Neither party may assign its obligations under this Agreement without the prior
written consent of the other party.
9.7 Amendments. No modification of this Agreement shall be effective unless made by a written
amendment signed by each party's authorized signatory.
9.8 Compliance with Laws. Each party shall perform its obligations in compliance with all relevant
laws governing its performance, including, but not limited to, laws related to proprietary rights,
civil rights, and import and export control. Breach of this provision is a material breach of this
Agreement.
9.9 Equal Opportunity. This Agreement incorporates the Equal Employment Opportunity Clause at
Section 750.10, Appendix A of the Illinois Department of Human Rights Rules.
9.10 Waiver. The failure of either party to enforce any provision of this Agreement shall not waive
the party's right to later enforce the provision or the Agreement.
9.11 Non-Exclusivity. This Agreement is non-exclusive. The University may perform the same or
similar services for other clients.
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9.12 Counterparts/Facsimile Signatures. This Agreement may be signed in counterparts.
Facsimile signatures constitute original signatures for all purposes.
9.13 Ambiguities. Any rule of construction that would resolve ambiguities against the drafting party
shall not apply in interpreting this Agreement.
9.14 Notices. To be enforceable, all notices must be in writing and delivered to the party's
representative named below by either certified mail, return receipt requested, or commercial
carrier with delivery receipt. Notices are effective upon receipt by the designated representative.
A party may change its representative at any time by written notice to the other party.
University Representative Client Representative
Name: Kathleen Yang-Clayton Name:David Stoneback
Title: Clinical Associate Professor Title: Deputy City Manager
Address:412 S. Peoria St., Suite 400, M/Cl07 Address:2100 Ridge Ave
City/State/Zip:Chicago/lL/60607 City/State/Zip:Evanston/lL/60201
Phone: 312-505-2336 Phone:847-448-8213
E-mail:kyclaytn@uic.edu E-Mail: dstoneback@cityofevanston.org
9.15 Choice of Law. This Agreement shall be interpreted by application of Illinois law without regard
to its conflict of laws provisions.
9.16 Integration. This Agreement with its exhibits, attachments, amendments, and incorporated
references constitutes the parties' entire agreement regarding the subject matter.
9.17 Authorized Signatories. The individuals signing this Agreement on a party's behalf represent
that they have the requisite authority and intent to bind that party to this Agreement.
THE BOARD OF TRUSTEES OF
THE UNIVERSITY OF ILLINOIS
CLIENT
Signature of Paul N. Ellinger, Interim Comptroller Date Signature Date
Printed Name
Title
Approved for legal form by Office of University Counsel [LMP 1/2019].
Changes to template require University Counsel and OBFS approval.
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Operationalization & Implementation of Racial Equity in
Evanston: An Update on the REDI Cycle
Year 2 of the City of Evanston Racial Equity, Diversity & Inclusion
(REDI) Committee
2022 Annual Report
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Executive Summary:
The Racial Equity, Diversity & Inclusion Committee (REDI) of the City of Evanston
(COE) was created in 2021 in collaboration with Dr. Kathleen Yang-Clayton and the Great
Cities Institute (GCI) at the University of Illinois at Chicago (UIC) as a way to address the
ongoing concerns and needs of city employees related to gaps in organizational and racial
equity. Following the 2021 Annual Report, the REDI Committee has turned its gaze towards
implementing, analyzing, and drafting programs and initiatives aimed at increasing racial
equity in the workplace. As a volunteer committee, the members of Cohort 1 and Cohort 2
have dedicated themselves to improving the quality of life for their colleagues through
projects targeting the betterment of the employee experience for people of all backgrounds.
In 2021, the REDI Committee designed four pilot projects that hoped to address
negative externalities in the day-to-day experience of city operations. These four initiatives
focused on: Employee Education Access; Language Access; Service Provision; and New
Manager Training. All of these projects attempted to address gaps in staff training and
benefits in hopes of improving the efficacy and equity of people’s day-to-day job experiences.
A key connection between the four projects has been the need for dedicated staff time on the
part of the City to assist and collaborate on these initiatives begun by the REDI Committee.
Other key takeaways from the Year 2 cycle include:
●A second cohort of 8 staff members was trained in project management, policy
analysis, process change, socio-emotional learning, and emotional intelligence.
●The first cohort of 17 staff members was able to begin passing along institutional
knowledge regarding the REDI Committee and lessons learned, as well as begin
outreach to other city employees regarding the work being done by the REDI
Committee.
●The four pilot projects were first further researched and refined and then implemented
to varying degrees of success due to institutional constraints, which will be addressed
in short below.
City of Evanston | Racial Equity, Diversity & Inclusion Committee
Annual Report FY2022 |October 31, 2022 2
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●Several unexpected barriers to implementation came to the forefront, including a lack
of cross-departmental collaboration; sufficient time on the part of volunteers to work
with the REDI Committee; lack of internal organization trust; and department-wide
staffing shortages. These systemic setbacks curtailed part of the implementation of
these plans.
●A consensus was reached regarding the immediate need to hire a full-time staff
member on the City’s leadership team to work with the REDI Committee and take
charge rolling out the REDI plans and programs. The volunteer-nature of the REDI
Committee limits the amount of time available for members to work on REDI projects,
especially given the staff shortages in the preceding year.
City of Evanston | Racial Equity, Diversity & Inclusion Committee
Annual Report FY2022 |October 31, 2022 3
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Summary Table:
Pilot
Project
Problem Addressed Processes Used Solutions Discovered Organizational Impact
Equity in
Language
Access
Staff were unsure how to
best interact with and
assist residents for whom
English was not their first
language. Those COE
employees who are
multilingual were relied
upon in informal ways to
provide assistance in a
piecemeal manner,
oftentimes requiring an
extensive amount of time
and energy.
The Project Team
conducted interviews
with multilingual staff,
researched best
practices from other
municipal
governments, and
initiated other forms of
outreach to investigate
ways to consolidate
resources and
protocols.
The Pilot Project Team
developed a plan to provide
monetary compensation for
COE employees that provide
translation and transcription
support. The team also
gathered various certification
programs that multilingual
employees could apply for to
boost their marketable skills.
This plan improves the
provision of services for
all Evanston residents
regardless of native
language, recognizes
unique skill sets of
employees that often go
unnoticed or
unappreciated, and
improves employee
retention through
heightened morale.
Equity in
Employee
Education
Access
COE Employees were
generally unaware of
certain education-related
benefits available to them
as either members of the
COE workforce or
members of the AFSCME
Union. With the
abandonment of the city’s
tuition reimbursement
program, the Project Team
also tried to investigate
alternatives available to
employees to further
develop their skill sets.
The Project Team met
with staff from the
Student Resource
Center, LLC, who helps
connect employees to
continuing education
opportunities. The
Team also reached out
to current participants
in the AFSCME’s
Education Benefit
Program, and did
research on the City’s
existing tuition
reimbursement
program.
The Project Team drafted a
survey that could be
distributed to city employees
regarding their awareness
and interest in educational
opportunities. They
discovered in the Fall of 2022
that the AFSCME education
benefit had been
discontinued, so the Team
refocused their efforts on
general interest and
opportunity for employees to
acquire certificates or
degrees as part of their
professional development.
This plan improves
employee morale by
providing opportunities
for further personal and
professional
development that can be
obtained while also
working for the city. It
also helps to develop the
talent pool available to
the city by encouraging
employees to continue
learning and acquiring
advanced certifications
to improve job
performance. It also
encourages internal
advancement within the
city’s ranks.
Equity in
Service
Provision
The Project Team were
worried about the equitable
provision of services
related to forestry and
tree-related needs of the
City. They also knew
311-operators and staff
were overwhelmed with
requests and were not
working with the efficiency
they desired.
Through an in-depth
quantitative analysis,
the Team investigated
the response times for
tree-related service
tickets across the city’s
wards. They also
conducted interviews
with 311 staff to
uncover trends and
patterns in service
requests. Finally, they
analyzed distributions
of referrals put forth to
the Referrals
Committee.
They found that despite the
popular narrative, there was
no significant variance in
response time for
forestry-related requests.
They also found that the
ad-hoc calls disrupted 311
staff’s daily workflows,
constituted a significant part
of their daily workload, and
overwhelmed an already
understaffed department.
The referrals process
analysis showed that 70% of
all referrals made originated
from just three city
employees.
In keeping to a schedule
rather than handling ad
hoc calls, the 311 staff
and operators will be able
to save time and energy,
while better martialing
limited resources in a
more equitable manner to
their constituents. This
will improve morale and
reduce some of the
stress on an already
stressful position.
Further, there may be
reason to re-examine the
referral committee
process to ensure a more
evenly distributed
agenda.
City of Evanston | Racial Equity, Diversity & Inclusion Committee
Annual Report FY2022 |October 31, 2022 4
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Pilot
Project
Problem Addressed Processes Used Solutions Discovered Organizational Impact
Equity in
New
Manager
Training
The Project Team pointed
out that there is no existing
training for new managers
in the city. When managers
are promoted or hired, they
are left with minimal
instruction and support on
how to be effective and
equitable managers to
their direct reports. There
are no succession plans
that allow an efficient
transfer of responsibility.
The Project Team held
interviews and
information-gathering
conversations with the
city’s Human Relations
Department as well as
assorted managerial
staff to uncover what
supports, structures,
and information are
needed to facilitate
improved
people-managing.
Following these
conversations and having
established a consensus that
new manager training is
needed across the board, the
Project Team embarked on
drafting a proof of concept for
a new manager training
handbook that could be
distributed in order to
establish an equitable
baseline from which all new
managers can begin.
Establishing a uniform
process for new manager
training will improve
service delivery from city
staff and increase
well-being and morale by
ensuring greater equity in
policy enforcement
within and across
departments. By
standardizing training,
managers won’t face an
uphill battle to find out
best practices in
managing based on
relationships or
influence.
Introduction & Background
The catalyzing effects of the 2020 wave of demonstrations and political protests
cannot be understated. As the country attempted to claw its way out of a global pandemic,
renewed calls for just and equitable treatment of all the nation’s residents came roaring from
the masses. What had often hid just beneath the pale for many Americans had now been
pulled back and laid bare for all to see. Structural racism and systemic factors that allowed its
perpetuation were targeted by both activists and citizens at-large across the nation. Here in
Evanston, former Deputy City Manager Kimberly Richardson recognized the marked
successes of past programs like the Social Services Project undertaken in 20181 and sought
to build a more structured framework to advance goals of racial equity in the City. Gathering a
group of City employees with the help of Dr. Kathleen Yang-Clayton of UIC & the GCI, they
formed a Racial Equity, Diversity and Inclusion (REDI) Committee to advance the work of
operationalizing racial justice for city staff. Focusing on the internal environment, questions of
1 In 2018, we began by bringing a small team of social service staff together in an intentional arc of engagement
and training that would empower them to lead a racial-equity-driven policy analysis. This was done so that they
could co-create organizational options to minimize harm to communities they served, while also seeking
organizational performance improvements.
City of Evanston | Racial Equity, Diversity & Inclusion Committee
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performance management, leadership development, and equitable processes were
investigated and analyzed by the Committee.
The City of Evanston prioritized the founding of this Committee after noticing gaps in
the city’s framework for dealing with issues of equity among city staff. The Government
Alliance on Race and Equity (GARE) speaks on how, “Implementing strategies to ‘close the
gaps’ from this perspective has been called ‘targeted universalism,’ meaning improvements
for all groups. Advancing equity moves us beyond just focusing on disparities. Deeply
racialized systems are costly and depress outcomes and life chances for all groups.”2 Indeed,
this type of focus has drawn intensive commitments from all levels of government, including
the federal. After signing Executive Order 13985 on his first day in office, President Biden
mandated that, “agencies [conduct] equity assessments of 3-5 of their agency’s high-impact
services for the American people, to uncover where systemic barriers to access may exist.
Using those findings, agencies developed Equity Action Plans for addressing—and
achieving—equity in their mission delivery for all Americans. Equity Action Plans were
required to include accountability mechanisms and to identify success metrics and key
milestones toward progress.”3
We can see that an Equity Action Plan like the one used in federal agencies has
impacted the work of the REDI Committee here in Evanston. In hopes of finding better ways
for the City of Evanston (COE) employees to deliver services to its residents, the Committee
also hopes to improve the way in which COE Departments function overall. This type of
institutional change is of critical importance, as outward successed of the COE hinge upon
the internal characteristics of its employees and staff. The community within governments
and organizations must be revived and engaged with a mission that connects racial equity to
organizational performance; we need leaders committed to a vision of racial equity and
democracy within our public institutions, managers who are ready and willing to dismantle
dated internal processes that create barriers and marginalize staff, and everyone inside of the
3 “Advancing Equity and Racial Justice Through Federal Government,”The White House,
<https://www.whitehouse.gov/equity/>
2 “Why Working for Racial Equity Benefits Everyone,”Government Alliance on Race & Equity,
<https://www.racialequityalliance.org/about/our-approach/benefits/>
City of Evanston | Racial Equity, Diversity & Inclusion Committee
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organization to lean into building new structures of inclusion. The REDI Committee is a small
but mighty group that has worked towards many of the same goals mentioned above.
However, this work has taken on a distinct characterization based on the work of Dr. Kathleen
Yang-Clayton. The REDI Process is further delineated in the following section, but features a
self-sustaining and iterative framework allowing for staff empowerment and direct action.
The Iterative Process: Structure & Lessons from Year 1
Before diving into the process itself, it is worth further exploring what exactly is meant
by REDI. The acronym, as mentioned above, stands for Racial Equity, Diversity & Inclusion.
We intentionally use the term “racial equity” to acknowledge and honor the root cause of
public policy and administrative failings stem from a legacy of legislative and administrative
codes that have been used to systematically oppress, marginalize and exclude those who
were enslaved, indigenous people, women, those with disabilities, and LGBTQ+ individuals.
The REDI model consists of three year-long cycles, each containing its own cohort of
7 to 15 individuals from varying positions within city government. The selection of cohort
members was initially made by organization leadership in 2021, and the responsibility has
since been transitioned to the REDI committee for purposes sustainability and transparency.
Membership in a cohort requires a 2-year commitment so that staff experience both the
learning and implementation phase of the model. Members are heavily encouraged to stay on
for a third year in an unofficial advisory capacity to continue knowledge-transfer.
Racial equity work within public organizations is often contentious, with differing
viewpoints on what activities are classified as having a positive impact. The REDI model
employed by Dr. Yang-Clayton is heavily policy-focused and centers on the internal
institutional environment. Rather than a one-day implicit bias training or an initiative to
increase external community engagement, the REDI model uses an internal lens and
provides staff within Evanston the necessary tools and skills to make meaningful change that
directly benefits their day-to-day work. The core belief is that one must have one “house in
City of Evanston | Racial Equity, Diversity & Inclusion Committee
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order” before going out into the community. Staff at the City are finely tuned to the internal
environment and are the main drivers of sustainable change that benefits all Evanstonians.
An infographic denoting the process can be found below.
Over Year 2 of the REDI Model, teams met individually on a monthly basis, with the
whole REDI Committee coming together once a month as well to discuss progress, new
information, and other developments in a seminar-style meeting. Throughout Year 2, the
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REDI Committee dealt with significant COE Staff Turnover that complicated the execution of
certain projects. This staff turnover caused changes in the composition of the Cohorts and led
REDI leaders to perhaps consolidate future pilot projects so that the institutional capacity
would be able to survive should certain members leave the employment of COE. As was
established in Year 1, the REDI Mission continues to be:
“To educate and empower staff in racial equity by establishing a shared
framework and common language, and to provide comprehensive training to
give employees the tools to operationalize equity in their everyday work.”
This is supported by the REDI committee’s vision for “all employees to have an
understanding of the importance of racial equity in respect to serving the community better
and creating a truly healthy work environment within the COE.”
Year 1 of the REDI Model at the City of Evanston consisted of planning, research,
information-gathering, and education. These core guiding principles ground the committee to
navigate the year-long Plan, Do, Study, Act (PDSA) cycle. With each quarter focused on a
different cycle component, the committee conducts in-depth research to build a case and
consider all necessary details for a successful pilot project. The findings in Year 1
demonstrated that four distinct subject areas needed attention, and so Cohort 1 structured
four unique pilot projects aimed at addressing unique organizational issues. Year 2 of the
REDI Model held “Implementation” as the guiding principle. Having the foundational
groundwork laid in Year 1, Cohort 1 onboarded Cohort 2 and, together, they made inroads in
implementing the four pilot projects. Through cross-departmental collaboration, surveys,
research, additional interviews, writing, drafting, and additional outreach, these four pilot
projects did the implementation-work necessary to result in concrete action plans that the City
can use moving forward.
It is important to note here that a common thread across all four pilot projects was that
there is an intense and immediate need for a dedicated COE staff person to take on the role
of actualizing these projects and translating this work into permanent, systemic change.
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REDI members at the Lorraine H. Morton Civic Center
(Pictured left to right: Darrell King, Jason Kowalawski, Cara Pratt, Tasheik Kerr, Meagan
Jones, Indira Perkins, Enjoli Daley, Jessie Mayo. | Not pictured: Curtis Evans, Kristin Meyer,
Racquel Pinto, Audrey Thompson, Jessica Wingader, Michael Van Dorpe, Christopher Voss).
Since this REDI Committee is volunteer-based in nature, it lacks the institutional capacity to
act upon its findings. This is why all participants enthusiastically support the COE in hiring a
position similar to Director of Equity, Chief Equity Officer, or Senior Equity Analyst so that the
critically important findings of the committee are not left unactualized.
Pilot Project Updates:
Despite encountering some obstacles to full implementation, as mentioned above,
there were major accomplishments from each pilot project. Below are four sections, one for
each pilot, highlighting some of the success, setbacks, lessons learned, and actionable next
steps that await Cohort 2 & 3 in Year 3 of the COE REDI Project.
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Equity in Employee Education Access:
Over the course of Year 2, the Employee Education Access group attempted to find
ways to better circulate information regarding an employee benefit available to members of
the AFSCME Union in regard to free and nearly free tuition for associate degrees, some
select bachelor programs, and other technical certificates. An employee survey was drafted
and finalized targeting those city employees eligible for AFSCME’s employee education
benefit to investigate knowledge of, interest in, and usage of the benefit. This survey is an
important tool to raise awareness surrounding this education benefit in the realm of racial
equity.
As context, Black workers in the Chicago MSA have a higher unionization rate than
white workers by more than two percentage points.4 With a diverse workforce as part of
AFSCME 31, this benefit is targeting membership in a racially equitable manner. With 337 of
the 462 total COE employees belonging to the union, that’s over 72% of total COE Full Time
Equivalent (FTE) Employees. Additional data collection and focus groups revealed that 50%
of union staff members within the City are of minority backgrounds. As such, the union
touches a lot of employees’ lives and can play a force for good in their well-being. Through
meetings with external parties and one-on-one employee interviews, the Team was able to
highlight several impediments to successful staff usage of the program and targeted ways in
which the program would need to be improved to facilitate higher rates of usage.
However, late into the Year 2 cycle, the Team received word that the benefit had been
discontinued due to “inconsistencies with federal requirements”.5 As such, the Team decided
to pivot their project towards a more general assessment of the needs of COE employees in
regard to further education, professional development, and skill attainment. Historically, the
City of Evanston had offered a tuition reimbursement program to COE employees, but that
5 Saunders, Lee. “Update about the Free College program.”AFSCME District Council 36.July 20, 2022.
<https://www.afscme36.org/news-0/update-about-free-college-program>
4 Bruno, Robert, Gigstad, Manzo & Parks. “The State of the Unions 2020: A profile of unionization in Chicago, in
Illinois, and in the United States.” Published September 7, 2020.
<https://illinoisepi.files.wordpress.com/2020/09/ilepi-pmcr-uci-the-state-of-the-unions-illinois-2020-final.pdf>
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has since been discontinued by city government. The Equity in Employee Education Access
Team will endeavor to further examine the implications of this cessation, and look into other
ways Evanston can support its employees. Any sort of tuition assistance program will
empower workers, increase their marketability as employees, possibly contribute to higher
salaries, and create opportunities for personal and professional development & fulfillment. As
such, the survey is the process of being adjusted and tailored to a more general needs
assessment to see which certification programs are of most use to COE employees.
Equity in Language Access:
Over the course of Year 2, the Equity in Language Access Team has narrowed down
an implementation plan with targeted employees and a roll-out plan for compensatory
support. The proposal that was developed over Year 1 focused on providing semi-annual
compensation for COE employees who spoke multiple languages and used non-English
languages in their day-to-day jobs to either provide oral translation for residents and/or
translate written documents and reports for public consumption. They had hoped that this
program would help encourage the provision of services for all Evanston residents regardless
of native language, recognize unique skill sets of employees that often go unnoticed, retain
employees through improved morale, and provide a more effective delivery of services to
non-English native speakers. A monetary stipend was developed to help validate the unpaid
labor that many employees had been providing that may not have been necessarily part of
their initial scope of work but was voluntarily added due to limited resources.
The Team investigated current Evanston policies surrounding unique compensation
and conducted outreach to neighboring municipalities regarding best practices around
language access. They also reviewed historic Language Access efforts in the city and
researched translation and interpretation programs and certificates for which eligible bilingual
city employees would be eligible. Finally, specific staff were identified who fit the criteria for
the pilot program and further work is being done to coordinate the administrative guidelines
for payment issuance. The disbursement of payments will hopefully be actualized in Year 3
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as a good faith way to show the city’s commitment to language access for its residents, as
well as its commitment to value its diverse workforce.
Equity in Service Provision:
During Year 2, the Equity in Service Provision Team conducted a comprehensive,
data-driven analysis of 311 data, showing that no strong evidence existed to suggest that
there was inequitable service provision based on wards in regard to 311 calls and reports.
Through an in-depth quantitative analysis that was quite technically complex, the Team
gained access to 311 data. Over 250,000 total tickets spanning 7 years were analyzed,
including a deeper analysis that split the 250,000 tickets into over 200+ distinct ticket types.
The Team held interviews with city staff that were responsible for fielding and responding to
311 calls, gaining critical insight into how to better structure processes related to shepherding
time and resources to resolve these problems.
The Team used Tree Data as a sampling of 311 activity and response levels, as shown
in the graph on the page prior. As can be seen, there are few discrepancies between the
average days it takes to address and evaluate tree problems. Ward 1 has by far and away
the least amount of tree tickets, some 200 fewer than the next lowest ward, which explains
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the shortened wait time. The other 8 wards all see average number of days to complete the
evaluation range from 26 to 32 - less than a week difference in total. These findings support
the goal of the Year 1 Cohort which was:
This project seeks to advance racial equity by providing equitable service provision to
all residents, not just those with the time and resources to request prioritization of City
services over other areas of the City. The goal of the pilot is to develop a sustainable
system within the City, specifically with Forestry to start, to meet staff desire to adhere
to tree trimming schedules based on the age and type of tree, and to ensure
community members without the time and resources to prioritize service, will receive
the same level of service as those who do have the time and resources to prioritize
City services.6
A section of quotes from the 8 Evanston COE Employee 311 “Super-Users” showed that 311
calls: disrupted their daily workflows, constituted a significant part of their daily workload, and
overwhelmed an already understaffed department. In keeping to a schedule rather than
handling ad hoc calls, they will be able to save time and energy and better martial limited
resources in a more equitable manner.
Another mission of the group was to look into what they dubbed the “squeaky wheel”
phenomenon, wherein staff examined the existing referrals process, governed by the City of
Evanston Referrals Committee, which takes referrals for policy changes from elected officials
and the City Manager and recommends how they are scheduled at Boards, Commissions, or
Committees. An examination of the existing referrals process was made, showing that 70% of
all referrals made in the April 2021 - August 2022 time period originated from just three city
employees as shown by the graph below.
6 Racial Equity in Action: Year 1 of the City of Evanston Racial Equity, Diversity & Inclusion (REDI) Committee
2021 Annual Report. City of Evanston, pg. 13.
<https://uofi.app.box.com/s/t3k60eqnotwgo0owp9k89je0k2sxkarc>
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Equity in New Manager Training:
The final of the four pilot projects, Equity in New Manager Training, focused on
developing a framework and set of protocols to help set up new managers for success. The
Team pointed out a gap in new manager training at an organizational level and made inroads
in creating the needed proof of concept to demonstrate what new manager training might
look like. By creating a new set of administrative trainings for “new” managers (managers
who have held the position for less than one year), the Team hopes to create a knowledge
base, managing skills, and much needed perspective for the managers so that they’re able to
lead teams in patient, effective, and equitable ways.
The team held key informant interviews to collect anecdotal evidence regarding the
need for manager training. This included conversations with the Director of Human
Resources and other manager-level staff. WIthout a consistent program, many managers felt
that they were unsure of expectations as well as the responsibility to be a good leader for
their direct reports. So, the Team outlined a potential new manager handbook and populated
the constituent sections for a solid proof of concept. Consensus was built across multiple
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departments regarding the dire need for new manager training, and the materials drafted by
the Team have been passed along to the Human Resources Department for next steps and
further development in accordance with HR rules and regulations.
By providing new manager training, everyone is able to start managing from a similar
level of experience and support. Those without experience are not put at a disadvantage by
not having institutional knowledge or connections, and with this heightened training, the hope
is that proper training will boost employee performance, aid morale, and assist in employee
retention
Previous Racial Equity Events and Programs
Alongside the work of the REDI Committee over the past two years, the City of
Evanston has made progress in advancing racial equity, diversity, and inclusion through other
streams of work. This section identifies the events and programs held in Evanston over the
past four years that support the goals and objectives of the REDI Committee, despite
occurring outside of the cohort. In including this section, we hope to show the multi-pronged
approach that the City is taking to uplift staff and residents across Evanston.
Historical Racial Equity Initiatives
● Legislative actions (2017 - 2020)
● Environmental Justice Resolution (72-R-20)
● Establishing a City of Evanston Funding Sources Devoted to Local Reparations (126-R-19)
● Commitment to End Structural Racism and Achieve Racial Equity (58-R-19)
● Creation of Equity and Empowerment Commission (85-O-17)
● Welcoming City Ordinance (156-O-16) and 2017 Amendment (112-O-17)
● Community and City-wide trainings (2017-2019)
● Beyond Diversity Training
● YWCA Equity Institute Trainings
● National SEED Project (Seeking Educational Equity and Diversity) Training
● Racial Equity Impact Analysis of the City’s Social Services (2019)
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The Future of REDI in Evanston: Looking Forward and Cohort 3
Having closed out Cohort 1, engaged Cohort 2, and finished implementation of the first
round of pilot projects, it is now time to look forward to Cohort 3 and the start of another cycle
of pilot projects. As mentioned earlier in the report, Cohort 1 will stay on as their schedules
allow and in an unofficial advisory capacity. Their institutional knowledge can prove helpful to
fresh Cohort 3 members, and it is also a way for past volunteers to stay involved in the REDI
work.
As many current participants in Cohort 1 & 2 can attest, there is a demonstrated need
for this program in the City of Evanston, and almost all participants when asked of the
importance of the Committee attested to the real need for this type of work as well as outlet
for expression. City Management has doubled down on its commitment to the work of the
COE REDI Committee, and it has begun fulfilling its promise to bring on a Full-Time
Employee to help administer and lead the work started by the REDI Committee - however, in
a professional and full-time capacity. This managerial support is crucial and represents a
commitment to the work, values, and successes of the REDI Committee thus far. Having the
structural foundations laid, the Committee will be able to work with this new full-time
equity-centered employee in order to actualize some of the findings and programs suggested
by the REDI Committee.
Conclusion
What is most important is that this dialogue continues, awareness is raised, and gaps
in racial equity within the workplace can be addressed and resolved. With new city
management dedicated to the pursuit of a racially equitable internal environment, a
developing population of employees equipped with the skills, knowledge, and language to
talk about racial equity, diversity and inclusion, and the solicitation of a new employee whose
full-time job would be dedicated to the implementation and actualization of racially equitable
policies and procedures, the future of REDI in the COE is bright. The work done by Cohort 1
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and Cohort 2 is significant, especially when considering the REDI Model relies on the time
and efforts of volunteers that take time out of their day to gather and engage in conversations
and strategies related to the achievement of greater racial equity.
Moving forward, the largest and most impactful thing the City of Evanston can do is
hire a full-time employee dedicated to racial equity work with the power and authority to
embark on programs suggested in this Annual Report, as well as the REDI 2021 Annual
Report. Additionally, the need for both employee development and education opportunities,
the lack of new manager training, and the absence of policies dictating the internal handling
of racially insensitive and/or aggressive actions all demonstrate the continued need for such
a REDI Committee. These concrete needs will form the basis of the next round of pilot
projects that Cohort 3 will engage with, alongside the more seasoned Cohort 2.
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List of REDI Members:
Co-Chairs:
Meagan Jones
Community Development Department
Darrell King
Water Production Bureau
Members:
Enjoli Daley
Evanston Police Department
Curtis Evans
Water Production Bureau
Tasheik Kerr
City Manager’s Office
Jason Kowalewski
Public Works & Greenways
Jessica Mayo
City Manager’s Office
Kristin Meyer
Health & Human Services Department
Indira Perkins
Health & Human Services Department
Racquel Pinto
Water Production Bureau
Cara Pratt
City Manager’s Office
Audrey Thompson
Health & Human Services Department
Michael Van Dorpe
Evanston Fire Department
Christopher Voss
Evanston Police Department
Jessica Wingader
Community Development Department
Non-City of Evanston Partners:
Dr. Kathleen Yang-Clayton
Clinical Associate Professor
College of Urban Planning & Public Affairs
University of Illinois at Chicago
Alexander Hawley
Candidate, Master of Public Policy
College of Urban Planning & Public Affairs
University of Illinois at Chicago
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