Meet the Team
Meet the Team
Embedded Files
OKCPS Family Engagement Core Values
OKCPS Family Engagement Core Values
At OKCPS, we are working hard to build a foundation that strengthens and supports the relationships and engagement levels between families, schools, the District and the community in order to provide a safe and nurturing environment for all students that supports academic achievement and social development.
Building a foundation of significant and ongoing engagement requires the right mindset.
The following core beliefs are the foundation for family engagement programming:
Core Belief 1
Core Belief 1
All families have dreams for their children and want the best for them.
Core Belief 2
Core Belief 2
All families have the capacity to support their children’s learning.
Core Belief 3
Core Belief 3
Families and school staff should be equal partners.
Core Belief 4
Core Belief 4
The responsibility for building partnerships between school and home rests primarily with school staff, especially school leaders.
Our Family Engagement Focus Areas
Our Family Engagement Focus Areas
By focusing on the following principles, schools will create an environment that will lead to meaningful partnerships with families and result in student success:
Building Effective Two-Way Communication
Effective two-way communication relies on families and educators having a variety of ways to receive and discuss information about students’ progress within and outside of the school environment
Strengthening Relationships
Strengthening relationships ensures that all members of the school community feel like valued contributors to students’ academic achievement and healthy development.
Connecting Learning at Home and School
Families are essential partners in understanding and meeting the needs of their child and must know how their child is progressing in school and what they can do to support their child’s learning and development at home.
OKCPS FAMILY ENGAGEMENT POLICY
OKCPS FAMILY ENGAGEMENT POLICY
Parent Family Engagement Policy ESEA revised 2017.pdfPage updated
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