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New Transfer Policy - Jan 2022 (PDF)
By the first day of January, April,July, and October, the board of education shall establish the number of transfer students the district has the capacity to accept in each grade level for each school site within the district. The number of transfer students for each grade level at each site that the district has the capacity to accept will be posted in a prominent place on the school district’s website. The district shall report to the State Department of Education the number of transfer students for each grade level for each school site, which the district has the capacity to accept.
Established numbers for each grade:
Updated Sept 20, 2023
K – 0
1st – 0
2nd – 2
3rd – 0
4th - 0
5th – 7
6th – 0
7th – 0
8th – 0
9th – 3
10th – 6
11th – 10
12th – 3
Note: Call for the most updated numbers.
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Dr. Scott Van Worth
Superintendent &
Technology Director
Mr. Parker Harless
7-12 Principal
THIS INSTITUTION IS AN EQUAL OPPORTUNITY PROVIDER
Please email Larita Pettyjohn (larita.pettyjohn@soper.k12.ok.us) or go to the link below to get your Yearbook! All orders due by 4/25/2024
School Library Link
LEADERSHIP TEAM
USDA FNS NONDISCRIMINATION STATEMENT
Updated: 5/5/2022
In accordance with federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, this institution is prohibited from discriminating on the basis of race, color, national origin, sex (including gender identity and sexual orientation), disability, age, or reprisal or retaliation for prior civil rights activity.
Program information may be made available in languages other than English. Persons with disabilities who require alternative means of communication to obtain program information (e.g., Braille, large print, audiotape, American Sign Language), should contact the responsible state or local agency that administers the program or USDA’s TARGET Center at (202) 720-2600 (voice and TTY) or contact USDA through the Federal Relay Service at (800) 877-8339.
To file a program discrimination complaint, a Complainant should complete a Form AD-3027, USDA Program Discrimination Complaint Form which can be obtained online at: https://www.usda.gov/sites/default/files/documents/USDA-OASCR%20P-Complaint-Form-0508-0002-508-11-28-17Fax2Mail.pdf, from any USDA office, by calling (866) 632-9992, or by writing a letter addressed to USDA. The letter must contain the complainant’s name, address, telephone number, and a written description of the alleged discriminatory action in sufficient detail to inform the Assistant Secretary for Civil Rights (ASCR) about the nature and date of an alleged civil rights violation. The completed AD-3027 form or letter must be submitted to USDA by:
mail:
U.S. Department of Agriculture
Office of the Assistant Secretary for Civil Rights
1400 Independence Avenue, SW
Washington, D.C. 20250-9410; or
fax:
(833) 256-1665 or (202) 690-7442; or
email:
program.intake@usda.gov
This institution is an equal opportunity provider.
USDA Website: https://www.fns.usda.gov/civil-rights/usda-nondiscrimination-statement-other-fns-programs
Purpose
Soper Public School has a vision of productivity and success in each of the students that pass through the care of each individual teacher. Throughout the course of our students educational life we wish to instill core values, morals, and standard that will make them positively stand out in an ever changing society. We wish for our students to be competitive in their educational growth so that they are always pushing for their own greater height, which is different for each student. Upon completion of high school each of the students will have received the necessary guidance, educational skill sets and instillment of morals in order to become a productive member of society. A well rounded student with roots in all areas of education will create a sense of real world values which is vital in productivity and continuous growth.
Vision
Ideally, the school climate will provide an environment in which faculty and students can experience mutual acceptance, respect, appreciation, and trust. Teachers and administrators should consider themselves co-workers, supporting each other as they strive to fulfill the educational objectives of the school in an atmosphere which recognizes the rights and dignity of each individual. Considering the maturity of the individual student and the nature of the educational process, the school will provide practice in democratic principles, emphasizing these rights as well as individual responsibility. Such an atmosphere is possible when the student’s needs are central to every decision or activity in the school.
Keeping these individual needs in perspective and with the ultimate goal of student education, the school is flexible enough to utilize new concepts and traditional methods to promote the best learning situation possible for the subject matter and individuals being taught. We recognize that processes to develop the elements of rational thought should be used in every part of the curriculum. At the same time, the teacher is viewed as an organizer of learning activities, a motivator, a resource person who attempts to provide the opportunity for each student to develop his unique abilities and interest at his or her own rate, and a utilizer of the best available instructional methods meaningful to the students.
In a world of change, the most important content is “learning to learn.” Learning to think must be included as a vital part of the curriculum. The basic skills (thinking, reading, writing, listening, and arithmetic) are among the priorities as content in the school. Other aspects of the school content must include socialization skills, understanding of self, responsible conduct, understanding and appreciating the world in which the student lives, and “survival skills.” It is understood that any content selected is merely a vehicle of the achievement of educational goals.
If the school and the students are successful, the student will be able to use effectively their rational powers to make appropriate choices. They will have an awareness and an acceptance of their potentialities and limitations as a functioning, adapting member of society in which they are literate and self-sufficient in their vocation and as a consumer.
Mrs. Tina Jeffreys
K-6 Principal
& K-12 Counselor
Soper Public Schools
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