Overton ISD

THE OVERTON ISD, IN PARTNERSHIP WITH THE PARENTS AND COMMUNITY, IS TO EDUCATE ALL STUDENTS IN A SECURE AND NURTURING ENVIRONMENT

From 426 in 1931, Overton's population exploded to 3,000 in just two years. By 1936 it was up to 4,500 and the town went through the Great Depression relatively unscathed. But by the end of WWII the population had declined by half - reaching just 2,000 in the fifties and remaining at that level through the 70s. In the 1980s Overton was Rusk County's "second city" with a population of 2,430 in 1983. By the 1990s Overton extended into neighboring Smith County.

Jerry L. Buchmeyer is a retired senior United States District Judge for the Northern District of Texas in Dallas, Texas.
Robert Lee Howze graduated from the United States Military Academy in 1888 and was a Major General who received the Medal of Honor during the Indian Wars.
Michael "Bo" Kelly was a former American football fullback in the Arena Football League. Kelly starred for the Arizona Rattlers and Carolina Cobras, retiring in 2007 as the AFL all-time rushing yards leader.
Clyde Lee served as head coach for several sports at Overton High School before moving on to a successful career at the University of Houston.
Earle Bradford Mayfield was a lawyer and Democratic Party politician from Overton, Texas who served in both the Texas State Senate and United States Senate.
The Baptist General Convention of Texas was first organized in Overton as the East Texas Baptist Convention in 1847 before being incorporated into other regional alliances.

THE OVERTON ISD, IN PARTNERSHIP WITH THE PARENTS AND COMMUNITY, IS TO EDUCATE ALL STUDENTS IN A SECURE AND NURTURING ENVIRONMENT SO THEY WILL:

Acquire a foundation of knowledge
Develop intellectually, emotionally, socially and physically
Practice ethical attitudes, beliefs and behaviors
Become productive and cooperative members in the world of the future
GOALS AND OBJECTIVES

GOAL ONE - The Overton ISD will provide a safe, positive learning environment for students and staff.

Strategy 1 - Provide a Drug Free Environment

Strategy 2 - Provide a Safe Environment

Strategy 3 - Provide a Positive Learning Environment

GOAL TWO - All student groups taking the TAKS reading, writing, math, science and social studies testswill obtain scores which will obtain a district rating of "recognized" or "exemplary" for the 2005-2006 school year.

Strategy 1 - The District will utilize the AEIS IT Program to analyze test scores

Strategy 2 - Benchmark tests will be administered to assess student level

Strategy 3 - The district will partner with the Region VII ESC and UT Tyler Dana Center to improve staff development

GOAL THREE - The Overton ISD will establish a clear and focused mission committed to instructional goals
that respond to the needs of accountability and support lifelong learning for students, staff and community members.

Strategy 1 - Build Technology Infrastructure

Strategy 2 - Provide Technology Professional Development

Strategy 3 - Provide Student / Adult Real World Educational Opportunities

GOAL FOUR - The Overton ISD will provide opportunities for students to learn and will support strategies and progress to optimize student time on task

Strategy 1 - Achieve a High Attendance Rate. The District Attendance Rate will reach 97%

Strategy 2 - Promote a 0% Drop-Out Rate

GOAL FIVE - The Overton ISD will work to build trust and communication with Parents and Community in order to provide more effective instructional experiences for all students

Strategy 1 - Build Working Relationships with Community

Strategy 2 - Build Trust and Communication with Parents

GOAL SIX - The Overton ISD will institute a building maintenance program in order to better meet the
needs of Students

Strategy 1 - Changes will be made to improve the handicapped accessability of the school

Strategy 2 - Progress will be made in the construction of an Agricultural Science Facility

Strategy 3 - A long range plan to address the facility needs of the school district will be developed

Strategy 4 - The overall maintenance at the school will be improved

Overton is a city in Rusk and Smith Counties in the U.S. state of Texas. The population was 2,350 at the 2000 census.

Overton lies in two counties as well as two metropolitan areas. The Rusk County portion of the city is part of the Longview Metropolitan Statistical Area, while the Smith County portion is part of the Tyler Metropolitan Statistical Area.
As of the census[1] of 2000, there were 2,350 people, 906 households, and 629 families residing in the city. The population density was 350.2 people per square mile (135.2/km²). There were 1,013 housing units at an average density of 150.9/sq mi (58.3/km²). The racial makeup of the city was 78.1% White, 17.0% African American, 1.4% Native American, 0.6% from other races, and 1.3% from two or more races. 2.1% of the population are Hispanic or Latino of any race.

There were 906 households out of which 31.2% had children under the age of 18 living with them, 53.2% were married couples living together, 12.1% had a female householder with no husband present, and 30.5% were non-families. 27.7% of all households were made up of individuals and 15.3% had someone living alone who was 65 years of age or older. The average household size was 2.45 and the average family size was 2.99.

In the city the population was spread out with 25.7% under the age of 18, 8.4% from 18 to 24, 24.6% from 25 to 44, 22.0% from 45 to 64, and 19.2% who were 65 years of age or older. The median age was 38 years. For every 100 females there were 87.5 males. For every 100 females age 18 and over, there were 89.3 males.

The median income for a household in the city was $28,098, and the median income for a family was $34,662. Males had a median income of $30,329 versus $17,255 for females. The per capita income for the city was $17,256. About 14.1% of families and 17.5% of the population were below the poverty line, including 24.8% of those under age 18 and 14.4% of those age 65 or over.

I believe that each child is a unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, and socially. It is my desire as an educator to help students meet their fullest potential in these areas by providing an environment that is safe, supports risk-taking, and invites a sharing of ideas. There are three elements that I believe are conducive to establishing such an environment, (1) the teacher acting as a guide, (2) allowing the child's natural curiosity to direct his/her learning, and (3) promoting respect for all things and all people.
It is not difficult to witness the significant impact a superintendent has on a school district. After spending only a few minutes in a district, a visitor can usually sense a somewhat accurate perception of the district's overall climate. It can be determined whether a district is warm and inviting, or cold and institutional. One can feel if a district is serious and hard working, apathetic and lackadaisicl, or energizing or stagnant. And more often than not, the leadership style of the superintendent can be directly correlated to the overall climate of the district. It is because of this significant impact, which I chose to become a superintendent.
Although the term "administrator" is more frequently used, I feel that the term "leader" more accurately depicts my vision of the role of the superintendent. In my mind, an administrator is one who makes decisions, sets policies, and attends to the day-to-day operations of an organization. A leader on the other hand energizes, persuades, motivates, assists, and facilitates vision. The day-to-day tasks are a part of the job, but it is the latter tasks that I crave.
I consider myself to be a transformational leader. I have a progressive vision for education--one based in sound educational research and theory. It is my desire to share this vision with others and use persuasive tactics rather than directives to implement its course. Directives foster resistance and animosity, while persuasion encourages teamwork, pride, and desire to move forward. Successful persuasion stems from enthusiasm and logical reasoning. If principals, teachers, parents, and students can see the value in a vision, agree to its validity, and know that the district leader has the knowledge, energy, and will to help implement the required strategies, the organization can move in a positive direction without being coerced. To provide motivational leadership without coercion in a positive district climate is my underlying goal as a superintendent. My personal definition of management is: "getting people to do what you want them to do, because they want to do it." Motivation and non-coercive persuasion are crucial to this style.
In order to successfully apply transformational leadership, the leader must be charismatic, energetic, and have earned the trust of subordinates. The team must fundamentally agree that the vision is worthwhile, sound, and attainable. It is the transformational leader's enthusiasm and intellect that will spark this cooperative endeavor.
While my primary leadership style is transformational, I do see the value in hierarchical boss-management under certain circumstances. The leader of a district is directly responsible for the education, safety, and welfare of the children it serves. If any of these factors are in jeopardy of being compromised, the superintendent must step in immediately and make correctional directives. If persuasion and motivation are not effective with certain staff members or students, the school's leader must "tighten the reigns" and directly take control. While this managerial technique is likely to eventually lead to human relations difficulties, such consequences must be sacrificed in order to ensure student learning, safety, and well-being.
Though technically a superintendent is accountable to the school board, ultimate accountability is to the benefit of society. American children go to school each day to be educated thus ensuring the future of our nation and the world. Society's advocate in the school district is ultimately the superintendent. Upon taking the leadership role of the district, a superintendent is pledging to serve society by leading the educational process forward to meet those ends.

The town was named after Major Frank Overton, an early settler and landowner who donated some of his land for the town site. It was platted in 1873 and a post office was granted that year.

Overton was originally intended to be a crossroads for two railroads. In 1875 the Henderson and Overton Branch Railroad, 16 miles long, was completed and was later joined by the International-Great Northern. When the nearby towns of Belleveu, Jamestown, Rocky Mount, and Salem were all bypassed by the railroad, Overton gained the businesses and people who wanted to benefit from the railroad lines. The town offered lots for businesses to relocate and many took the offer.

The Masons and Odd Fellows built the first school and a church was constructed in 1875. By 1888 the population had increased to 500 and had all essential businesses, including a newspaper. Overton prospered as an agricultural community and in 1904 the population had reached 568.

Oklahoman wildcatter C. M. (Dad) Joiner was drilling his third well in 1930 and the town of Overton helped raise the funds he needed to drill. When the well came in Overton shared in Joiner's success. Churches, schools, and a refinery were built. Hubbard College was founded during this time as well. The town's once agrarian-based economy suddenly revolved entirely around the production of oil.

Overton's population exploded from 426 in 1931 to 3,000 in 1933. By 1936 it was up to 4,500 and the town went through the Great Depression relatively unscathed. But by the end of WWII the population had declined by half - reaching just 2,000 in the fifties and remaining at that level through the 70s. In the 1980s Overton was Rusk County's "second city" with a population of 2,430 in 1983. By the 1990s Overton extended into neighboring Smith County.

From 2003-2005 Overton was the seat of government of the Republic of Texas, a separatist group who are an independence movement that claims that the annexation of Texas by the United States was illegal and that Texas remains an independent nation under occupation. The Republic of Texas headquarters burned down in August 2005.