00004785 Attachment C - Application.docx

ATTACHMENT C – APPLICATION

Applicant Information Name of Lead Applicant/ Organization:

If a consortium, lead Applicant will be the fiscal agent for the grant.

Applicant Mailing Address:

Applicant Website:

Organization Type (choose one):

· Community-Based Organization

· Culturally Specific Organization

· Early Learning Hub

· Provider of Early Learning Services

· School District

· Education Service District

· Public Charter School

· Tribal Government

· Post-secondary institution of Education

Does this application include more than one organization as a shared grant recipient (consortium)?

Please note, all grant recipients within a consortium must be one of the above organization types to be eligible. Partnerships and Community Voice within the Project are not required to be named as members of a consortium.

Yes _______ No _________

If yes, please fill out additional contact information for all consortium members on page 2.

Authorized Contact Information Name:

Pronouns:

Role:

Email:

Phone Number:

Address if different from above:

Authorized Fiscal Contact (if different) Name:

Pronouns:

Role

Email:

Phone Number:

Address if different from above:

Consortium Member Contact Information Please submit only one application per consortium. Please note, all grant recipients within a consortium must be one of the below organization types to be eligible.

Partnerships and Community Voice within the Project are not required to be named as members of a consortium.

Consortium District/Organization Name:

Organization Type (choose one):

· Community-Based Organization

· Culturally Specific Organization

· Early Learning Hub

· Provider of Early Learning Services

· School District

· Education Service District

· Public Charter School

· Tribal Government

· Post-secondary institution of Education

Contact Person Name:

Pronouns:

Role

Email:

Phone Number:

Address if different from above:

Please duplicate the above consortium contact info table to provide additional consortium member information.

Regional Focus Indicate which service areas the project will take place. Grants will be awarded regionally – Northwest, Southwest, Metro, Central and East. Applicants must specify the region in which they will be applying and delivering services. ODE seeks to award at least one grant in each of the five regions shown below, pending applicants meet eligibility criteria and score within a certain threshold. ODE reserves the right not to award any grants in any specific regions depending on the pool of applicants and the quality of applications.

Region number(s) served by the project:

(see map below for region name/numbers)

County(ies) served by the project:

School district(s) served:

School(s) served:

1. Southwest: Coos, Curry, Douglas, Jackson, Josephine, and Lane counties

2. Northwest: Benton, Clatsop, Columbia, Lincoln, Linn, Marion, Polk, Tillamook and Yamhill counties

3. Metro: Clackamas, Multnomah and Washington counties

4. Central: Crook, Deschutes, Gilliam, Hood River, Jefferson, Klamath, Lake, Morrow, Sherman, Wasco and Wheeler counties

5. East: Baker, Grant, Harney, Malheur, Umatilla, Union and Wallowa counties

Regional Focus Describe how your program is unique and meets unmet needs or supports underserved LGBTQ2SIA+ student populations within your community or area. To the extent possible, include the number of existing programs, what needs are not being addressed by existing programs, and what LGBTQ2SIA+ Student Success Plan strategies are or are not being implemented.

Possible score: 5 points - Please see Section 3.4.2 of RFA for evaluation criteria & rubric.

Limit: 300 words Please note: Word limit is used to respect and honor the time and capacity of application review committee members. The Agency reserves the right to give an automatic 0 score for answers substantially over the word limit.

Applicant and Community Overview Describe your organization or agency’s purpose, goals, and history for providing services and/or engaging with your local LGBTQ2SIA+ communities. You may include examples of successful efforts to improve conditions for LGBTQ2SIA+ communities. Describe any specific efforts related to LGBTQ2SIA+ student success or family and community leadership and advocacy.

If you are a school district or educational service district, let us know about your district's prior LGBTQ2SIA+ efforts both at the school and district level. If no such efforts at the district or ESD level exist, please outline the barriers or factors preventing these projects, including specific strategies to address these barriers through school community leadership and advocacy.

Possible score: 10 points total - Please see Section 3.4.2 of RFA for evaluation criteria & rubric.

Limit: 500 words

Will your project be led by a culturally specific or community-based organization that represents LGBTQ2SIA+ communities?

Culturally Specific Organization means an organization that serves a particular cultural community and is primarily staffed and led by members of that community; these organizations demonstrate: intimate knowledge of lived experience of the community, including but not limited to the impact of structural and individual discrimination based on gender identity and/or sexual orientation as well as other intersecting oppressions on the community; knowledge of specific disparities, barriers or challenges documented in the community and how that influences the structure of their program or service; commitment to the community’s strength-based and self-driven thriving and resilience; ability to describe and adapt their services to the community’s cultural practices, health and safety beliefs/practices, positive cultural identity/pride, religious beliefs, etc.

Community-Based Organization means a nonprofit organization that is reflective of a community or significant segments of a community it seeks to serve.

Possible score: This question is included to support the scoring of the above Applicant and Community Overview section. - Please see Section 3.4.2 of RFA for evaluation criteria & rubric.

Yes or No:

Student and Community Voice Describe how your Project will authentically and meaningfully engage Community Voice in the design, implementation, and strategic direction of your Project. Include a description of how community members who reflect the communities served will be involved throughout the Project in decision-making roles. Demonstrate how the Project and grant funds will address communication and participation barriers to ensure access for engaging Community Voice. In your response, please consider the following:

· Are there any elements of your community where you need to do additional relationship building?

· How will you recruit community members to help lead the Project?

· How will you center and uplift student voice and choice in all aspects of the Project?

· How will you maintain communication with the community to update them on the Project’s progress?

· What communication and/or participation barriers will you address to ensure authentic engagement opportunities for students and community members (e.g. childcare, compensation, technology, language translation, etc.)?

· How are you addressing the intersectionality of student identities served by the LGBTQ2SIA+ student success plan and the other student success plans within ODE (e.g. African American/Black Student Success Plan, Latino/a/x and Indigenous Student Success Plan, and/or the American Indian/Alaska Native Student Success Plan and communities)?

Possible score: 10 points - Please see Section 3.4.2 of RFA for evaluation criteria & rubric.

Partnerships If your organization is partnering with another organization or agency for this Project describe the Partnership. If your organization chose not to partner, please describe why. Consider the following in your responses:

· Why are they the right partner organization(s) for this Project?

· What is the unique strength each partner will contribute to the Project?

· What structures are in place to ensure accountability among the Project partners? (e.g. verbal agreement, Memorandum of Understanding (MOU), letters of support from your Project partners, etc.)

· Again, if you chose not to partner with another organization or agency, share why?

Project Description - Overview HOW: Provide an overview of the grant activities included in the Project. You will have the opportunity to provide additional details about project activities on the next page. Describe how your Project centers equity and anti-racism in its approach. You must indicate which of the LGBTQ2SIA+ Student Success Plan strategies this project will focus on (Plan strategies are included starting on page 12 of this application). You may also add alignment with strategies that are common across the other ODE student success plans (African American/Black Student Success Plan, Latino/a/x and Indigenous Student Success Plan, and/or the American Indian/Alaska Native Student Success Plan) and communities.

WHY: Describe specific challenges faced by the communities you serve and how your Project seeks to address them. Describe how your Project addresses the intersectional needs of LGBTQ2SIA+ students (e.g., (e.g., race, ethnicity, disability, national origin, religion). You are encouraged but not required to include local data to describe how your Project and Project activities and outcomes meet or address identified community needs.

Possible score: 25 points - Please see Section 3.4.2 of RFA for evaluation criteria & rubric. The project description overview and the activities alignment tables (see below) will be scored together.

RFA 00004785 - LGBTQ2SIA+ Student Success Plan

Limit: 1,000 words

Project Description – Activities Tables In this section, describe which of the LGBTQ2SIA+ Student Success Plan strategies your project will work towards. “Strategy” here refers to all levels of the recommendations outlined in the Plan, including domain, objective, strategy, and action. Complete the activities table(s) below for each strategy. Describe which grant activities (i.e., programs and services) will take place for each chosen strategy. Describe the intended recipients who will be impacted by the activities. Include a timeline of the Project through June 30, 2023 (Project dates are July 1, 2022 to June 30, 2023). Include the involvement of Partners for proposed activities (full explanation of partnership involvement should be outlined in the Partnerships section). Describe which specific and measurable outcomes you seek to accomplish as a result of proposed activities. Please refer to the example metrics throughout the recommendations section of the LGBTQ2SIA+ Student Success Plan, to support the creation of grant activity outcomes.

Possible score: 25 points - Please see Section 3.4.2 of RFA for evaluation criteria & rubric. The project description overview and the activities alignment tables will be scored together.

Please note, you may duplicate the below tables as needed to outline proposed activities that fall under additional strategies. “Strategy” refers to all levels of the recommendations outlined in the LGBTQ2SIA+ Student Success plan, including domain, objective, strategy, and action.

Optional: Additional Student Success Plan Objectives or Strategies Alignment (e.g., African American Black Student Success, Latino/a/x Student Success, American Indian/Alaska Native Student Success) Additional Student Success Plan Strategy [Insert additional chosen ODE Student Success Plan strategy here.]

Please note, you may duplicate the below tables as needed to outline proposed activities that fall under additional strategies. “Strategy” refers to all levels of the recommendations outlined in the respective student success plans, including goal, objective, strategy, and action.

Project Description – Statutory Alignment In order to ensure each Project is in alignment with the statute, ODE is asking applicants to also identify at least one strategy that will be supported through the activities tables outlined above. This strategy(ies) should be related to the identified LGBTQ2SIA+ Student Success Plan strategies.

Select the statutory strategy(ies) with which your Project aligns. Check all that apply.

According to ORS 329.847 (4): “The plan developed and implemented under this section must provide strategies to:

(a) Address the disproportionate rate of disciplinary incidents involving plan students as compared to all students in the education system;

(b) Increase parental engagement in the education of plan students;

(c) Increase the engagement of plan students in educational activities before and after regular school hours;

(d) Increase early childhood education and kindergarten readiness for plan students;

(e) Improve literacy and numeracy levels among plan students between kindergarten and grade three;

(f) Support plan student transitions to middle school and through the middle school and high school grades to maintain and improve academic performance;

(g) Support culturally responsive pedagogy and practices from early childhood through post-secondary education;

(h) Support the development of culturally responsive curricula from early childhood through post-secondary education;

(i) Increase attendance of plan students in early childhood programs through post-secondary and professional certification programs; and

(j) Increase attendance of plan students in four-year post-secondary institutions of education.”

Please note: This is an unscored sub-section of the Project Description section, used to determine statutory alignment in use of grant funds. Applicant may use project description overview and the activities alignment tables to demonstrate connection to the identified statutory strategy(ies).

Progress Measures and Evaluation Describe how your organization will measure and report towards identified Project outcomes. What tools and methods will you use to track progress and outcomes? How will you use feedback in real-time to inform the Project outcomes? How will you communicate the Project’s progress to the community?

Project Roles Briefly describe key staff and/or volunteers involved with this Project. Which existing roles will support the Project? Which roles and positions will be created with grant funds? How did you consider the compensation structure for roles/positions created with these grant funds? Please use this space to contextualize the compensation for project staff outlined in Attachment D - Budget.

Possible score: 5 points - Please see Section 3.4.2 of RFA for evaluation criteria & rubric for project roles and associated proposed budget items.

Student Success Act (SSA) Alignment Describe other Student Success Act (SSA)-funded initiatives in your community. How will the goals of this Project align with and support or be supported by other SSA-funded initiatives?

Possible score: This question is not scored, but used for internal purposes to track how different SSA-funded programs are crossing. Your answer allows us to better support school communities to use Student Success Act and Student Investment Account funding to strengthen supports for LGBTQ2SIA+ students and families.

Limit: 200 words

Possible Scores:

LGBTQ2SIA+ Student Success Plan Recommendation (Strategies) This section includes the strategies from the LGBTQ2SIA+ Student Success Plan. Throughout this application, “strategies” refers to all levels of the recommendations outlined in the LGBTQ2SIA+ Student Success plan, including domain, objective, strategy, and action.

We strongly encourage applicants to read the entire plan prior to completing their application. There are additional proposed metrics for each objective that can be found in the plan to help inform proposed grant activity outcomes.

Recommendation Domain #1: Individual Intentions and Impact These recommendations are intended to directly address the ways in which individual educators, peers and families impact a student’s experience of school.

Objective #1: Supportive Educators Educators (including teachers, administrators, and classified staff) have the training and ongoing support to build trusting, connected and inclusive environments.

· Strategy #1: School staff receive the training, coaching, and professional support needed to understand Oregon laws regarding bias and discrimination on all protected classes and in using trauma-informed practices to support LGBTQ2SIA+ students and students of color.

· Action #1a: School districts provide trainings at least annually and at the beginning of each school year regarding laws relating to anti-discrimination and anti-bullying and best practices for supporting students through the use of inclusive language, chosen names, and pronouns.

· Action #1b: As part of Division 22 Standards, districts monitor staff training to ensure that new and returning staff (including substitute teachers) receive required annual trainings regarding anti-discrimination and anti-bullying laws and best practices for supportive students through the use of inclusive language.

· Action #1c: ODE is funded to develop and administer a statewide grant program that supports partnerships between students, schools, and community-based organizations to co-develop culturally-responsive trainings for school boards and staff to address anti-bias and inclusive educational practices across race/ethnicity, sexuality, gender, and gender identity.

· Action #1d: Support districts to adopt hiring policies and practices that look for core competencies aligned with anti-discrimination and anti-bias laws, and create professional support plans for newly-hired staff to quickly meet these competencies if hired without them.

· Strategy #2: LGBTQ2SIA+ educators receive social and emotional support for themselves in order to provide their students with social and emotional support.

· Action #2a: Engage educators in defining and co-creating professional supports that honor their race/ethnicity, sexual orientation, gender identity, and/or gender expression. Implementation Note: Could include exploring partnerships with the Educator Advancement Council and Regional Educator Networks. Examples could include whether Know Your Rights handbooks, affinity groups, counselors, or other types of support is needed to address feelings of isolation and enhance peer support for educators.

· Strategy #3: Teacher preparation programs prepare all teachers to create inclusive classroom environments that support LGBTQ2SIA+ student social/emotional needs.

· Action #3a: Teacher preparation programs integrate the experiences of LGBTQ2SIA+ youth of color into pedagogy and model what intersectional inclusion is, what trauma-informed care looks like in all classrooms, and reinforces how social/emotional wellness for students is rooted in inclusive instructional practices.

· Action #3b: ODE works with community partners and teacher preparation programs to develop, fund, and pilot comprehensive teacher preparation curricula that support culturally-sustaining teaching pedagogy throughout all core coursework.

· Strategy #4: Teachers create intentional teaching practices that foster inclusive classroom environments.

· Action #4a: Create and distribute an annual School Climate and Culture survey with a teacher component to understand their strengths and needs in supporting their LGBTQ2SIA+ students, students of color, and students experiencing disabilities. Implementation Note: Statewide survey may offer opportunities for local questions to be added; survey should be required by districts and opt-out options provided for student and teacher participation in the surveys.

· Action #4b: ODE and the Teacher Standards and Practices Commission (TSPC) to ensure administrator licensure requires understanding of culturally sustaining approaches to supporting students’ social/emotional and academic needs.

Objective #2: Supportive Peers Youth are supported to develop understanding of and respect for individual, family, and cultural differences including sexual orientation, gender identity, and gender expression.

· Strategy #1: LGBTQ2SIA+ students, students of color, and students with disabilities self-determine ways in which their education can be strengthened with safer, more welcoming, and inclusive environments.

· Action #1a: Create a Statewide School Climate and Culture survey co-developed by students and accessible by and available to all students.

Implementation Note: a) Questions must be informed by student voice to ensure questions are student-centered, accessible, and age-appropriate, b) Should also be distributed among recent out of school youth in partnership with Youth Development Division and community partners, c) Should allow for an intersectional analysis of student experiences across different parts of their identity, d) Should be part of a Climate survey that could assess educator needs and strengths as well. See Domain 3, objective 1 recommendations for comprehensive overview of this.

· Action #1b: Develop and fund regional Student Voice Networks composed of current students and opportunity youth to a) regularly assess student School Climate and Culture survey data; and b) develop recommendations to survey findings and build safer, more inclusive and welcoming school environments (e.g. ways to inform and address peer-to-peer conflict; relationships with school staff; training and resources regarding bullying, harassment, and discrimination; and connections to family and community to support student success).

Implementation Note: a) Intention is to include students in these networks that are majority students of color, students who are LGBTQ2SIA+, students with disabilities, and students who may have been pushed out of the education system or in alternative education settings, b) Can be administered either as a grant program to community-based organizations that are culturally responsive or via education service districts; c) Intention is to have this network advise the Oregon Department of Education and State Board of Education on building safer, more welcoming, and inclusive educational environments.

Objective #3: Supportive Families Districts recognize that LGBTQ2SIA+ student success is impacted beyond the walls of the school and engage community-based organizations and families as full partners in supporting students.

· Strategy #1: Districts invest in culturally responsive family engagement that support LGBTQ2SIA+ students, and are provided with the guidance and resources to do this well.

· Action #1a: Districts collaborate with and fund culturally specific organizations and local LGBTQ2SIA+ supporting organizations to arrange family peer networks and culturally sustaining opportunities for families of LGBTQ2SIA+ students Implementation Note: Student Success Act resources that support well-rounded education may support districts in achieving this with a focus on closing opportunity gaps for students of color, students with disabilities, and LGBTQ2SIA+ students.

· Action #1b: ODE provides districts with guidance and resources around addressing family behavior that students may perceive as unsupportive.

Recommendation Domain #2: Institutional Policies and Facilities These recommendations are focused on the spaces that serve students and address the institutional policies and decisions that can help make a space feel safe and inclusive.

Objective #1: Safer Affirming Spaces Youth feel safer, more supported, and seen in school spaces

· Strategy #1: Provide LGBTQ2SIA+ youth with access to facilities and activities for all genders in K-12 and higher education institutions.

· Action #1a: Provide students with access to all-gender restrooms and changing facilities without barriers to use such as time-limited access, required keys, or long-distances to travel.

· Action #1b: Create best practice guidance for districts regarding how to ensure student clubs related to racial/ethnic, cultural, and LGBTQ2SIA+ issues are supported and included by the broader school environment.

Implementation Note: For example, ensure that affinity groups are accessible to emerging bilingual students, not require parent permission to participate, recognize as essential to health and safety.

· Strategy #2: Collaborate across health, education, and community partners to expand access to mental health supports in and outside of school.

· Action #2a: Partner with higher education institutions to create and fund incentives to grow the pipeline of future mental health counselors and address counselor shortages with a focus on racial equity and intersections with LGBTQ2SIA+ identities.

· Action #2b: Ensure that mental health counselors receive training in culturally responsive, trauma-informed practices to support students with multiple intersecting identities. Implementation Note: Support hiring of LGBTQ2SIA+ mental health professionals of color with experience supporting people with suicidal ideation and religious trauma.

· Action #2c: Partner with Oregon Health Authority, higher education, other state agencies, school districts, and community organizations to assess the statewide workforce needs for mental health counselors in schools and develop a plan to meet the need. Implementation Note: Assessment should include the unique needs posed by compounded trauma faced by LGBTQ2SIA+ youth of color and with disabilities.

· Action #2d: Create and fund a regionalized counselor network that is prepared to meet the unique needs of small districts.

· Strategy #3: ODE compiles guidance over the past 5 years regarding LGBTQ2SIA+ student issues and provides it to school districts, education service districts, and charter schools.

· Action #3a: Provide guidance, at minimum to include:

· These Plan recommendations.

· An online educator- and school-board friendly directory of prior guidance on issues including understanding intersectional identities; chosen names; pronouns; discussions with LGBTQ2SIA+ students prior to parent/guardian meetings; supporting affinity-based student clubs; virtual interactions; bullying; safe space posters.

· Clear protocols for quickly adding chosen names and pronouns in school system so that educators can easily and consistently access that information.

· State support for district-level IT platform changes, especially around name/pronoun changes.

· Strategy #4: Schools encourage educators to increase visible support of LGBTQ2SIA+ students.

· Action #4a: Schools provide safe space posters and items to educators at the beginning of each school year with encouragement about how visibility supports student’s health and safety.

· Action #4b: In partnership with student representatives that reflect the diversity of local school communities, schools co-develop an articulated LGBTQ2SIA+ student Bill of Rights intended to clearly communicate standards for inclusion based on race, ethnicity, language, disability, sexual orientation, or gender identity.

· Strategy #5: Anti-discrimination and anti-bullying policies are implemented with fidelity and transparency.

· Action #5a: State early learning and education agencies will be funded to convene a stakeholder work group to assess how the State can enhance its support to young children and students, their families, and educators regarding discrimination claims in Oregon education institutions.

Implementation Note: This is in response to challenges regarding discrimination and harassment/bullying reporting detailed in the State Policy Challenges section of this Plan. The work group may consider a Statewide Ombudsperson for education-related complaints directly from students/ families similar to Washington State’s office, located in the Governor’s Office.

· Action #5b: Schools engage students in developing school-specific recommendations for addressing bullying and discrimination.

Objective #2: Inclusive Curriculum Students experience LGBTQ2SIA+ inclusive, culturally sustaining, curriculum and pedagogy across grades and subjects.

· Strategy #1: Support and expand inclusive education standards with additional resources.

· Action #1a: ODE is funded to partner with culturally responsive organizations that bring an intersectional lens across race/ethnicity and sexual orientation/gender identity to develop and implement (including trainings for educators) inclusive ethnic studies curriculum to support districts with limited capacity to create or find their own. Implementation Note: community organizations are also funded to support their work and expertise.

· Action #1b: ODE is funded with additional staff to support districts and Education Service Districts in finding or creating their own health education curriculum to implement current Health Education Standards.

· Strategy #2: Students experience project-based, hands-on learning experiences through which their identity and lived experience is affirmed and valued.

· Action #2a: Districts and schools are encouraged to implement project-based, student-led work as one way of honoring and validating student’s lived experiences.

· Strategy #3: Schools are funded to create the time and space for educators and students to build relationships and trust.

· Action #3a: Schools implement advisory periods or other strategies that are specifically focused on relationship building and social/emotional learning as part of culturally sustaining pedagogy.

Recommendation Domain #3: State Accountability and Support Systems These recommendations address the ways in which state systems can play a role in both holding institutions accountable to serving all students and provide support and guidance to proactively reduce ignorance and increase student-centered capacity across the state.

Objective #1: Opportunities for students and educators to systematically assess and improve school climate and culture and inform state and local policy Students, educators, and administrators are empowered to share their perceptions of priority problems and solutions to help inform local and state policy decisions and investments.

· Strategy #1: Every school district participates in a School Climate and Culture survey with components for students, educators, and administrators (at minimum).

· Action #1a: ODE is funded to develop a work group in partnership with students, districts, community partners, and Oregon Health Authority (OHA) to design a School Climate and Culture survey and develop an implementation plan regarding survey components for at minimum these distinct audiences: students, educators, and administrators.

Implementation Note: Survey to be anonymous, opt-out, and allow for disaggregation and intersectional analysis by race and ethnicity, sexual orientation, gender identity, and disability at minimum. Any School Climate and Culture Survey Work Group should invite participation of representative stakeholders who were involved with the development of the American Indian/Alaska Native Student Success Plan; African American Black Student Success Plan; Latinx Student Success Plan; LGBTQ2SIA+ Student Success Plan; and the ELL State Strategic Plan. Work Group should also consider consent, data privacy, and confidentiality issues.

· Action #1b: ODE is funded to implement School Climate and Culture surveys (e.g. dissemination, translation, analysis, reporting/communication).

Objective #2: ODE Capacity to Support Districts and Families ODE demonstrates leadership to districts, schools and families by collecting and disseminating resources, providing guidance, addressing violations of policy in a timely manner, and proactively building districts’ capacity to create trusting, connected and inclusive environments.

· Strategy #1: ODE implements the LGBTQ2SIA+ Student Success Plan.

· Action #1a: ODE is funded for a position to lead to implementation of this plan as a primary responsibility of their position.

· Action #1b: ODE develops an advisory group structure to inform the implementation of the plan as they relate to other intersecting racial/ethnic identities and other Student Success Plans, and guide future revisions with a composition that allows for a majority student perspective (i.e. this may include more than 1 advisory group; at least one should be majority-students).

Implementation Note: This advisory structure may also inform the prioritization and long-term metrics for this Plan. School Climate and Culture data should inform the ongoing priorities of Plan implementation.

· Strategy #2: Students, families, and educators have channels for reporting claims directly to the State of Oregon related to alleged discrimination, including resistance to anti-bias training.

· Action #2a: State early learning and education agencies will be funded to convene a stakeholder work group to assess how the State can address systematic barriers and enhance its support to young children and students, their families, and educators regarding discrimination/Civil Rights claims in Oregon education institutions. Implementation Note: This is in response to challenges regarding discrimination and harassment/bullying reporting detailed in the State Policy Challenges section of this Plan. The work group may consider a Statewide Ombudsman for education-related complaints directly from students/ families similar to Washington State’s office, located in the Governor’s Office.

· Strategy #3: ODE highlights districts that are leading around LGBTQ2SIA+ and intersectional inclusion as examples for statewide learning.

· Action #3a: ODE is funded to develop and share case studies and other tools to highlight best practices regarding inclusion in partnership with districts and schools around the state (e.g. examples of student voice in informing district decisions about LGBTQ2SIA+ issues; educator supports for implementing inclusive curriculum; etc.)

Objective #3: Cross-agency Collaboration ODE, Oregon Health Authority, Educator Advancement Council, Teacher Standards and Practices Commission, Early Learning Division, Youth Development Division, and the Higher Education Coordinating Commission work together to address issues that impact the experiences of LGBTQ2SIA+ youth and youth of color.

· Strategy #1: State of Oregon agencies are aligned in its guidelines for state facilities related to gender-neutral (i.e. all-user) restrooms.

· Action #1a: State Education agencies create shared guidelines regarding access to gender-neutral restrooms in public schools, including charter schools, community colleges, and universities.

· Strategy #2: ODE and ELD share learnings and best practices from implementing strategies related to inclusion and support of marginalized youth and families.

· Action #2a: ODE and ELD identify similar objectives from the Student Success Plans and the Raise Up Oregon Plan focused on inclusion and support of LGBTQ2SIA+ students, students with disabilities, and students of color and their families and coordinate their efforts in support of those objectives.

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