Mr. Tyrone Olverson, our Superintendent of Schools, has a long and successful career as an educator with a strong understanding of urban, suburban, and rural education and the strategies that work best to ensure that all students achieve academic success. He has served as a middle school teacher, an administrator at the Elementary, Middle School, and High School levels, a Curriculum Director, Operations Director, and Superintendent in urban, urban-suburban, suburban, and rural districts.
Prior to coming to Trotwood, Mr. Overson served for two years on the Academic Distress Commission for the Youngstown City Schools in Youngstown, Ohio. Where he worked closely with district officials, the Academic Distress Commission, and its CEO. He has also served as Superintendent of Finneytown Local School District in Ohio and served as a Curriculum Director and Principal in Licking Heights Local School District, also in Ohio.
During his tenure, Licking Heights earned an A rating for Standards Met, Overall Value-Added, Gifted Value-Added, 4-year Graduation Rate, and 5-year Graduation Rate from the Ohio Department of Education. The high school also earned an Excellent rating from the Ohio Department of Education by increasing the Performance Index to 104 from 96 and meeting 12 of 12 indicators for the first time. He helped develop a small learning community, Freshmen Academy programs, and professional learning communities.
As principal of Reynoldsburg Junior High School and Waggoner Road Junior High School, he developed a strong understanding of Professional Learning Communities (PLC) at Work™ concepts. During the 2006–07 school year, Waggoner Road received the Battelle for Kids SOAR Award for raising student achievement among seventh- and eighth-grade students to the top 3.5 percent in Ohio.
Under Mr. Olverson’s leadership, Lincoln Heights Elementary School was one of four elementary schools across the nation selected to participate in the “12 under 12” initiative. He believed that 12 years was too long to wait to improve student achievement for the urban school’s 400 underprivileged students, who are 99 percent African American and 100 percent Free Breakfast and Lunch participants. Through the creation and implementation of a research-based reform, student achievement increased each year based on school and state assessment data.