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.
January 2022 established numbers for each grade:
K – 0
1st – 0
2nd – 0
3rd – 6
4th - 1
5th – 0
6th – 0
7th – 2
8th – 8
9th – 7
10th – 2
11th – 5
12th – 7
Note: Call for the most updated numbers.
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Dr. Scott Van Worth
2021-2022 safe Return Plan
Mr. Parker Harless
THIS INSTITUTION IS AN EQUAL OPPORTUNITY PROVIDER
This Soper School District is committed to the policy that no person shall be unlawfully subjected to discrimination in, excluded from participation in, or denied the benefits of any educational program, extracurricular activity, or employment. The district does not discriminate on the basis of race, color, sex, pregnancy, gender, gender expression or identity, national origin, religion, disability, veteran status, sexual orientation, age, or genetic information in its programs and activities and provides equal access to summer leagues and other designated youth groups. All complaints and inquiries regarding the non-discrimination policies must follow the complaint and/or grievance procedures described in Policy BI - Civil Rights. The following people have been designated to handle inquiries regarding the non-discrimination policies: The Superintendent should be contacted for all student and non-student and/or employment-related issues at 580- 345-2757 or at PO Box 49, Soper OK 74759. The Director of Special Education should be contacted for all student issues related to Title II of the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973 at 580-345-221. Inquiries concerning non-discrimination can also be made to the Office for Civil Rights at the following address:
Office for Civil Rights
U.S. Department of Health and Human Services 601 East 12th Street – Room 353
Kansas City, MO 64106
Customer Response Center: (800) 368-1019
Fax: (202) 619-3818
TDD: (800) 537-7697
The purpose of the Soper School System is to provide guidance and instruction for each student to become a contributing, self-supporting member of an ever-changing democratic society. Students are encouraged to develop the following attributes
1. An awareness of his or her potential as well as his or her limitations
2. An acceptance of self
3. Confidence in his or her own feelings
4. An acceptance of society
5. The capability to adapt to both his or her own needs and the needs of his or her associates
6. A self-sufficiency vocationally and as a consumer
8. Capability to advance in academic, vocational, and cultural interests.
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-12 Counselor
Soper Public Schools