Achievement Leaders Help Drive Student Success in Kernville

In the rural mountain communities of the Kern River Valley, progress is showing up where it matters most — in classrooms and on campuses. New data from the Kernville Union School District reveals districtwide gains in academic performance, attendance, and student behavior, with Wallace Middle School leading the way.

Over the past year, increases in local assessment performance and CAASPP scores have been paired with notable reductions in suspension rates and chronic absenteeism, signaling not only academic growth but a healthier school culture overall, according to district Superintendent Dr. Steve Martinez.

Three years ago, the district partnered with its union to create the Achievement Leader role, designed to strengthen student success, improve school climate, and provide targeted instructional support — especially for teachers new to the profession.

“Our district thought it best to include our teacher leadership in developing the Achievement Leader position,” said Martinez. “This created a partnership and a mutually vested interest in the possibilities and outcomes of the Achievement Leaders and how they could best support teachers and supporting students.”

While the role includes a broad job description, administrators have flexibility to deploy Achievement Leaders in ways that best meet their site’s needs. As a result, the position looks slightly different from campus to campus, yet all Achievement Leaders share a common goal — improving outcomes for both students and staff.

At Wallace Middle School, Achievement Leaders Meg Hairell and Alicia Wild play a central role in strengthening instruction and supporting students. Their work includes developing instructional content for paraprofessionals, coaching both paraprofessionals and teachers, monitoring student data, and facilitating additional assessments to ensure students are progressing and prepared to advance their learning.

A key focus of their efforts is identifying academic gaps and coordinating targeted interventions to close them. During daily 40-minute intervention blocks for grades six through eight, students are regrouped across classrooms and supported by general education teachers, special education teachers, and paraprofessionals.

In previous years, the school alternated daily between ELA and math interventions, but staff found the structure limited students’ ability to make sustained progress. In response, the school redesigned its intervention model into six-week instructional cycles, alternating between ELA and math. The shift led to greater student engagement and retention of material, while teachers also noticed behavioral improvements. During an all-staff meeting, one teacher shared that having the same group of students each day reduced the need to repeatedly reteach expectations, resulting in stronger routines and improved behavior.

These instructional changes drove strong gains in Wallace Middle School’s Spring 2025 CAASPP results. Nearly 71% of students improved in ELA and 60% in math, with overall growth of almost 5% in ELA and more than 4% in math — outpacing Kern County while also reducing suspensions by 2.6% and chronic absenteeism by 2.4%.

“For me, the data is a testament to the commitment of our students and staff,” said Principal Frank Flores. “We came together as a team to learn, grow, and take on hard challenges. We encourage and support each other daily, and I am very proud.”

We are “All In”

While Achievement Leaders play a key role in academic growth, Hairell points to a broader cultural shift — driven by the All-In Approach and Capturing Kids’ Hearts (CKH) — as central to improvements in attendance and behavior. 

Inspired by a concept popularized in Gian Paul Gonzalez’s TED Talk — in which a poker chip labeled “All In” symbolizes commitment and full effort — Wallace Middle School found a tangible way to bring the philosophy to life. The approach encourages both students and staff to fully invest in doing their best and maintaining a growth mindset.

To reinforce that commitment, Wallace Middle School redesigned its logo to include the mantra “All In,” and Principal Frank Flores personally purchased custom poker chips featuring the school logo on one side and a blank space on the other. Students and staff are invited, but not required, to write “All In” when making the pledge, creating a visible and intentional reminder. Students quickly notice the chips, and one teacher shared that they keep theirs in their car’s cup holder as a daily reminder of why they show up for their students.

“The culture on our campus feels completely different,” said Hairell. “Students know we are united and consistent no matter who they talk to, and feel welcomed, valued, and supported — because of that, they want to be here.”

Flores said students have embraced the culture shift, actively applying CKH strategies and even holding one another — and staff — accountable.

“Whenever someone says something negative, they receive a ‘foul’ and are expected to give two genuine compliments in return,” Flores explained. “We’ve seen students respectfully correcting peers and even adults, which has contributed to a noticeable and positive shift in our campus-wide culture.”

The results are clear. Student altercations have dropped to an all-time low, and California Healthy Kids Survey data shows above-average scores in life satisfaction and optimism. Rates of chronic sadness, emotional distress, and suicidal ideation are also significantly lower than statewide averages.

While the impact of Achievement Leaders is especially visible at the middle school level, the same focus on growth and connection extends across the district’s elementary campuses. Achievement Leaders continue to support data analysis, instruction, and intervention planning while remaining active classroom teachers.

At Kernville Elementary School, Achievement Leader Sarah Cole demonstrates the role’s flexibility by serving in an administrative capacity while supporting instruction and interventions across all grade levels. Embedded in daily classroom life, Cole regularly facilitates family meetings, joining classes to connect with students and address social or behavioral trends she observes.

At Wallace Elementary, Achievement Leader Stacey Sanders also leads daily family meetings that allow students to check in, build community, and prepare for learning. Sanders noted positive feedback from teachers, who report that students arrive more focused and ready to engage.

“Each year brings a different group of students with unique needs, but I have seen a significant decrease in student elopement or students struggling to find their purpose in the classroom,” Sanders said.

District Achievement Leaders

• Sarah Cole – Kernville Elementary School, TK–5
  
• Sheila Gallis – Wallace Elementary, TK–1
  
• Chris Lassen – Wallace Elementary, 2–3
  
• Stacey Sanders – Wallace Elementary, 4–5
  
• Meg Hairell – Wallace Middle School
  
• Alicia Wild – Wallace Middle School