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Potter Junior High staff cite new team structure, phone ban and block schedule as drivers of improved safety and engagement
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Summary
Potter Junior High leaders told the Fallbrook Union Elementary School District board they have reduced serious misconduct, limited phone use and shifted to 90‑minute blocks and cohort teams; students and staff said the changes have improved focus, belonging and classroom time.
Potter Junior High staff told the Fallbrook Union Elementary School District governing board that a year of targeted changes — including a ban on phones during the school day, digital hall passes and new cohort teams — has reduced disciplinary incidents and strengthened instructional time.
Principal Alex Gonzales said the work began as a response to classroom needs. "We moved because we needed to do better, and we knew that our students couldn't wait," Gonzales said during the presentation to the board.
Presenters listed six core strategies rolled out this year: restricting student phones (students lock devices in pouches), implementing a SmartPass digital hall‑pass system, installing discrete bathroom "halo" sensors to detect vaping or unusual noise, tightening Chromebook controls, bolstering supervision and clarifying behavior expectations. District slides shown to the board reported several year‑over‑year declines: Ed Code violations were reported down (presenters cited a 54% drop), cell‑phone incidents down by roughly 70%, and substance‑related incidents substantially lower than last year. Presenters also said fights remain low and suspensions have decreased.
Students and teachers described instructional shifts that accompany those safety measures. Teacher teams now use a 90‑minute block schedule with daily math and coordinated planning time; staff described "everyone does everything" classroom routines and small‑group reteach cycles meant to increase active participation. Seventh‑grade student Noah Rubalcaba told the board, "School feels safer and so much calmer. There's less chaos in the hallways, less drama, and you feel safe."
Presenters described new academic supports tied to the schedule: cohort teams that keep a stable group of students and staff for shared planning, targeted acceleration and tutoring pilots for students behind on credits, and digital exit tickets (IXL) used by teachers for immediate feedback. Staff said they are analyzing multiple measures — unit tests, IABs and STAR/CAST data — to adjust instruction in real time.
The presentation included examples of student engagement and incentives (attendance challenges, rally activities and community partnerships). Board members asked clarifying questions about assessment frequency and real‑time data from IXL; staff said IXL reports can roll up by skill depending on how teachers configure exit tickets and that STAR (an adaptive assessment) is administered districtwide three times per year for system monitoring, with opportunities for students to retake as practice.
The board did not vote on any policy changes tied directly to the Potter presentation; the item was presented for information and discussion. Trustees responded with praise for the work and questions about scaling targeted interventions to other sites.
The board encouraged public visits to Potter and follow‑up reporting; staff invited trustees to observe classrooms and review the materials used in the pilot work.
