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John Adams principal highlights SEL gains, urges rethinking middle-school math tracking
Summary
John Adams Middle School Principal Dr. Martha Chacon told the SMMUSD board that schoolwide SEL implementation and gains in math and science are promising, but she urged reconsideration of early math acceleration (tracking) because it can concentrate struggling students and hinder equity.
Dr. Martha Chacon, principal of John Adams Middle School, told the Santa Monica-Malibu Unified School District board that the school has fully implemented social-emotional learning practices and is seeing gains in math and science, though gains are uneven across student groups. "We have full SEL implementation," Chacon said, noting work on adult SEL, increasing youth voice and a plan to align SEL with PBIS and MTSS.
Chacon said tracking accelerated students early — for example moving some from grade-level math into accelerated pathways in sixth grade — can leave grade-level classes disproportionately filled with students who need more support. "By pulling advanced students into accelerated pathways, grade level classes become disproportionately filled with students who are already struggling," she said. Chacon described interventions the school will pursue: stronger Tier 2 and Tier 3 supports, use of instructional coaches, weekly parent newsletters in English and Spanish, and targeted outreach to English learners. She also outlined campus improvements: a finished library and a planned STEM building with six science classrooms, an engineering room, makerspace and robotics field.
The presentation prompted board members to request a study session on math placement and tracking. Board member Richard asked that the topic return as a study session this fall so the board can consider whether district policy or additional oversight is needed. The board did not take immediate action; Dr. Chacon framed the remarks as background and a request for further study.
