This landing page highlights their various equity initiatives, and at the bottom states that they have been helping school districts combine race equity trainings into PD for teachers

The following definitions apply to OAR 581-018-0500 to 581-018-0515: (6) "Culturally competent" means the ability to successfully teach students who come from a culture or cultures other than our own. It entails developing certain personal and interpersonal awareness and sensitivities, understanding certain bodies of cultural knowledge, and mastering a set of skills that, taken together, underlie effective cross-cultural teaching and culturally responsive teaching.

(1) There is established the Culturally Responsive Pedagogy and Practices Grant to support school districts and post-secondary educator preparation programs who are working to close achievement gaps for culturally and/or linguistically diverse learners through culturally responsive pedagogy and practices. The grants may be used to fund research based best practices which: (a) Provide a critical opportunity for schools and institutions of higher education to address the social and academic needs of diverse students ; and (b) Connect in-school experiences with out-of-school living, promote educational equity and excellence, and create a strong community among individuals from diverse cultural, social, and ethnic backgrounds while developing students' sense of agency, efficacy, and empowerment. (2) Subject to available funds, the grants will be awarded for the biennium based on a detailed description of proposed programming or services. This can include but is not limited to: (a) Planning phase. (b) Implementation phase. (3) The purpose of the grant program is to provide funds to school districts and post-secondary educator preparation programs that are focused on collaboration around culturally responsive professional development and pre-service teacher preparation Outcomes of this work should be evident through teacher interactions with culturally and/or linguistically diverse learners and increased academic achievement for these students. This can include the following: (a) Developing culturally responsive pedagogy and practice specific to closing the opportunity gap for Hispanic (Latino/a), African American, Asian American, Alaskan Native, American Native, and all other student populations of color; (b) Connecting with students of color with special emphasis on the implementation of the Oregon Multicultural Education Act; (c) Best practice in Education Equity; (d) Strengthening ties between home, school, tribes, and larger communities; (e) Post-secondary course work and field experiences concentrated on preparing pre-service teachers to demonstrate pedagogy and practices of a culturally responsive educator.

(1) To be eligible to receive the Culturally Responsive Pedagogy and Practices Grant an applicant must be a: (a) School district; (b) Public charter school; (c) Consortium of school districts, public charter schools, non-profits organizations and/or post-secondary institutions; or (d) Consortiums may have the district, public charter school, non-profit organization or post-secondary institution serve as a lead agency for the grant. (e) Post-secondary teacher preparation programs. Each post-secondary institution must have at least one school districts or public charter school as a partner. (f) Non-profit organization. Each non-profit organization must have at least one school district, public charter and/or post-secondary institution as a partner. (2) In addition to the entities listed in subsection (1) of this section consortiums may also have additional partner entities.

(1) The Oregon Department of Education shall establish a request for proposal solicitation and approval process to be conducted for the Culturally Responsive Pedagogy and Practices Grant funds. All proposals must comply with the requirements of section 1, chapter 661, Oregon Laws 2013 (Enrolled House Bill 3233) and rules adopted to implement that section.

(2) Grants shall be awarded based on the following criteria:

• (a) Whether the grant application identifies how the funds will be used to reach the 40-40-20 goal and improve education outcomes for students of color and English learners as identified using the Oregon Equity Lens.
• (b) Whether the grant applicant demonstrates commitment and readiness to use best practice around culturally responsive pedagogy and practice to close opportunity gaps for culturally and/or linguistically diverse learners.

(3) The Department shall give priority to proposals that meet the minimum criteria and:

• (a) Provide a sustainability plan to continue the program for at least two years after the grant funding has ended.
• (b) The extent to which the applicant clearly documents its capacity to design and implement preparation and/or professional development that focuses on culturally responsive pedagogy and practices that:
• (A) Increase academic achievement, retention, and graduation rates for students of color;
• (B) Increase student engagement and participation;
• (C) Increase of the presence of culturally competent teachers and teaching;
• (D) Strengthen the bond and communication between home, school, tribe, and the larger community;
• (E) Effectively utilize the local community as an extension of the classroom learning environment;
• (F) Use any exemplary multicultural curricula or strategies identified by the Department of Education pursuant to the Oregon Multicultural Act under ORS 336.113, as a guide for curriculum and development; and
• (G) Implement professional development that is culturally responsive and extends throughout the entire school year;
• (H) Revise course offerings and field experiences for pre-service teachers that explicitly prepares educators to implement culturally responsive teaching and practices.

(4) The Department of Education shall allocate funds for the grant program based on the evaluation of the grant application and the following considerations:

• (a) Geographic location of applicants to insure geographic diversity within the recipients of grant program funds throughout the state;
• (b) Applicants who demonstrate evidence of prior design/planning of a robust culturally responsive learning environment as a way to close achievement gaps for culturally and/or linguistically diverse learners;
• (c) Applicants who have a high level of culturally and/or linguistically diverse learners, and those who experience economic disparities.

(1) There is established the American Indian/Alaskan Native Culturally Relevant Teaching, Learning, and Pedagogy Grant Program to support the collaborative efforts to design, implement, improve, expand or otherwise infuse American Indian/Alaskan Native culturally responsive pedagogy and effective instructional practices to increase student academic achievement, high school completion and successful engagement in post-secondary educational opportunities. (2) Subject to available funds, the grant will be awarded for the biennium based on a detailed description of proposed programming or services. (3) The purpose of the grant program is to provide funds for programs that have the potential to become exemplar programs and can create collaborative practices through the facilitation of:

• (a) Strengthening relationships between school district, local community and tribal governance;
• (b) Collaboration between school districts, non-profit organizations, Title VII Indian Education Programs, postsecondary institutions, native communities or organizations, and education service districts to assist with identifying evidence-based practices and best practices;
• (c) Enhancing the American Indian/Alaskan Native cultural competence of district educators;
• (d) Developing and implementing best practices in an effort of increasing academic outcomes of American Indian/Alaskan Native; and
• (e) Developing or expanding opportunities to include American Indian/Alaskan Native language and culture in classrooms.

(1) The Oregon Department of Education shall establish a request for proposal solicitation and approval process to be conducted for the American Indian/Alaskan Native Culturally Relevant Teaching, Learning, and Pedagogy Grant Program funds. All proposals must comply with the requirements of ORS 342.950 and rules adopted to implement that section. (2) Grants shall be awarded based on the following criteria:

• (a) Whether the grant application identifies how the funds will be used to reach the 40-40-20 goal and improve education outcomes for American Indian/Alaskan Native students as identified by the Oregon Equity Lens;
• (b) Whether the grant application describes a strong and robust plan to close achievement gaps for American Indian/Alaskan Native students;
• (c) Whether the grant application describes expected outcomes and a strong and robust plan to achieve those outcomes; and
• (d) Whether the grant applications demonstrates how partners will collaborate on a mutually designed proposal in which all essential parties participate. (3) The Department shall give priority to proposals that meet the minimum criteria and that demonstrate the use of evidence-based or best practice models of the required elements specific to American Indian/Alaskan Native:
• (a) Culturally Responsive Pedagogy:
• (A) Communication of high expectations.
• (B) Teacher as facilitator within classroom.
• (C) Integration of students' prior knowledge and skills through cultural activities, language, ways of life, the arts, and traditional knowledge system.
• (D) Positive perspectives on parents and families of culturally and linguistically diverse students.
• (E) Cultural sensitivity.
• (F) Curricular decisions.
• (G) Culturally mediated instruction.
• (H) Student-centered, student-controlled classroom discourse.
• (b) Culturally Responsive Leadership:
• (A) Commitment to reform the educational system to reflect culturally responsiveness through organization of the school and school policies and procedures.
• (B) Reshaping the curriculum.
• (C) Professional development that is grounded in the principles of culturally responsive teaching.
• (c) Culturally Responsive Community Engagement:
• (A) Collaboration with one or more of the Tribes in Oregon or Title VII Indian Education Program.
• (B) Postsecondary institution.
• (C) Education Service Districts.
• (D) Local American Indian/Alaskan Native communities and organizations.
• (E) Community involvement of stakeholders (families, advocacy organizations, and other private, non-profit, business, faith-based organizations).
• (F) Communication with families that is regular, uses diverse media and shares student achievement status and goals.
• (d) Culturally Responsive Pre-Service and In-Service for Teachers:
• (A) Coursework and field experiences for pre-service teachers that focuses on culturally responsive teaching, learning, and practice that:
• (i) Reflects relevant research;
• (ii) Uses local data;
• (iii) Ensures principles of culturally responsive pedagogy.
• (B) Includes collaboration with institutes of higher education (specifically Oregon Native American Indian Education Teacher Programs).
• (e) Provide a sustainability plan to continue the program for at least two years after the grant funding has ended.
• (f) The extent to which the proposal clearly documents its capacity to implement and carry out programming and services for American Indian/Alaskan Native culturally responsive pedagogy, practices, and professional development and demonstrates intentions to work in a collaboration with identified partners.

(1) The Department of Education shall: (a) Develop a curriculum relating to the Native American experience in Oregon and make the curriculum available to school districts; and (b) Provide professional development to teachers and administrators relating to the curriculum.

(1) The Network of Quality Teaching and Learning is established. The network consists of the Chief Education Office and public and private entities that receive funding as provided by this section to accomplish the purposes of the network described in subsection (2) of this section.

(2) The purposes of the network are the following:

• (a) To enhance a culture of leadership and collaborative responsibility for advancing the profession of teaching among providers of early learning services, teachers and administrators in kindergarten through grade 12, education service districts and educator preparation providers.
• (b) To strengthen and enhance existing evidence-based practices that improve student achievement, including practices advanced by or described in ORS 329.788 to 329.820, 329.824, 329.838, 342.433 to 342.449 and 342.805 to 342.937.
• (c) To improve recruitment, preparation, induction, career advancement opportunities and support of educators.

(3) To accomplish the purposes of the network described in subsection (2) of this section, the Department of Education, subject to the direction and control of the Chief Education Officer, shall distribute funding as follows:

• (a) To schools, school districts, education service districts, nonprofit organizations, postsecondary institutions and consortiums that are any combination of those entities for the purpose of supporting the implementation and delivery of common core state Standard and other state Standard that indicate whether a student is prepared for college.
• (b) To school districts, education service districts and nonprofit organizations for the purpose of providing teacher and administrator evaluations and aligned professional development in a manner that complies with the core teaching Standard adopted as provided by ORS 342.856 and with related Standard prescribed by federal law.
• (c) To school districts and nonprofit organizations for the purpose of providing teachers with opportunities for professional collaboration and professional development and for the pursuit of career pathways in a manner that is consistent with the School District Collaboration Grant Program described in ORS 329.838.
• (d) To school districts, education service districts and nonprofit organizations for the purpose of providing beginning teachers and administrators with mentors in a manner that is consistent with the beginning teacher and administrator mentorship program described in ORS 329.788 to 329.820.
• (e) To school districts, education service districts, nonprofit organizations, post-secondary institutions and the tribes of this state for the purpose of closing achievement gaps by providing and improving the effectiveness of instruction and professional development, implementing data-driven decision making, supporting practice communities and implementing culturally responsive practices.
• (f) To school districts, nonprofit organizations and post-secondary institutions for the purposes of:
• (A) Strengthening educator programs for educators at all levels to: