Our Why

  • At Norman Public Schools, we are dedicated to preparing students for real-world experiences. Those experiences must include exposing students to a climate and culture where we value the unique backgrounds and perspectives of each and every one of our students. 

    Equitable learning environments are designed so that every student experiences:

    • An engaging, empowering, intellectually rigorous learning environment
    • Physical, emotional, and psychological safety
    • Meaningful and relevant work and classroom discourse
    • Their cultural, spiritual, and/or ethnic values and practices acknowledged, honored, and respected
    • Feeling seen, respected, and cared for by adults and peers
    • Opportunities to set and meet goals, and to learn and recover from mistakes

    Equitable learning environments result in the following student outcomes:

    • Intellectual curiosity and strong academic skills
    • A sense of belonging and optimism for the future
    • Self-love, self-acceptance, and pride in one’s multiple identities
    • Understanding of one’s own and others’ cultural histories and contributions
    • Empathy and meaningful connections with others

Our Work

  • NPS Equity Framework
    Our commitment in Norman Public Schools is to make diversity, equity and inclusion a cultural strength. We are striving to create a community where we are pursuing excellence through equity and all members feel valued, respected, and have a sense of belonging. To support us in our work we have adopted portions of the building equitable learning environments (BELE) framework. Our equity work in the district will focus on the four domains of the student-centered framework.

    NPS Equity Framework

    Teaching and Learning
    This domain focuses on creating meaningful relationships and learning experiences as the central work of an equitable school.

    Schoolwide Systems and Structures
    Equitable, high-quality schools are organized to ensure that people, resources, and opportunities are prioritized and aligned to support the core work of teaching and learning.

    Family, Caregiver and Community Partnerships
    Schools belong to families and communities in service of nurturing their children’s learning and development. Research proves that trusting relationships, a shared vision, and authentic collaboration are at the heart of equitable schools.

    District Policies and Practices
    Districts must set the conditions and expectations and provide the resources to ensure school communities can fulfill the core commitments in the first three domains.


  • English Learners

    Gifted and Talented

    Guidance and Counseling

    Homeless Education 

    Indian Education

    Special Education