Putting students on the playground before lunch may be the best way to boost their appetites while cutting food waste and discipline problems, according to a new study from Ball State University. The study, “Attitudes, Perceived Benefits and Barriers, and Prevalence of Scheduling Recess before Lunch: A Survey of Indiana Elementary School Principals,” found that many elementary school principals were unaware of the potential benefits of a simple change in routine. “Historically, school administrators schedule recess immediately after lunch,” said Carol Friesen, a nutrition and dietetics professor and an author of the study. “Recent research, however, finds there are many [benefits] if recess is scheduled before lunch, including decreased food waste, increased consumption of nutrients, fewer discipline problems on the playground or lunchroom, and an improved learning atmosphere.” In schools that schedule recess before lunch, 82 percent of the principals in the study stated they would recommend scheduling recess before lunch to other schools. Principals said the most common barriers to making a change included a clear need to revise the daily schedule (28 percent), issues related to academic hours (27 percent), staffing issues (19 percent), and inadequate space in the lunchroom and playground (15 percent). Friesen reports that some schools are also concerned about “breaking of tradition.” The study, based on 527 valid surveys collected from elementary school principals, found that in schools that schedule recess before lunch, principals reported the following benefits: increased consumption of lunch (52 percent), improved student behavior in the cafeteria (45 percent), increased focus on consuming lunch (37 percent), students more attentive during class (28 percent), and decreased food waste (27 percent).

Canyon Springs High School’s Business Academy has recently been named a 2019-20 California Partnership Academies Distinguished Academy, one of only 10 in the state to receive this honor. All of the 393 California Partnership Academies were scrupulously reviewed in order to determine programs which had earned Distinguished Academy status, then each of those that made the first cut were visited by experts to review and certify the quality of programs. “Developing and implementing the business academy program with this level of success exemplifies how much we care about our students’ future,” said Moreno Valley USD Superintendent Martinrex Kedziora. “Our students deserve a top-quality education and this award shows our commitment to meeting that goal. I am proud of our teachers and especially Mrs. Willene Biere for her leadership in building this program.” The California Partnership Academies are a network of approximately 400 programs supported by competitive state grants in California’s public high schools. Begun in 1985, the CPAs are designed to prepare students for both college and careers. The CPAs are based in the Curriculum, Learning, and Accountability Branch of the California Department of Education.

State Superintendent of Public Instruction Tony Thurmond has appointed Stephanie Farland as the Director of the Charter Schools Division for the California Department of Education, which oversees State Board of Education-approved charter schools throughout California and administers the Federal Public Charter Schools Grant Program.   Currently, Farland is the Executive Director and Founder of Collaborative Solutions for Charter Authorizers, a private consulting firm dedicated to assisting school districts and county offices of education in their work as charter school authorizers. In that position, she works on all aspects of charter authorizing and oversight to ensure a fair process. “I am pleased to add a professional with Stephanie’s knowledge of charter school issues to the CDE leadership team,” said Thurmond. “She is highly regarded as an expert in the field and for over a decade, has been a valuable resource and advisor to educational agencies and legislators throughout the state. Stephanie is a dedicated advocate and will lead the Charter School Division as it navigates new processes and changes, while continuing the ongoing support and guidance to charter schools on behalf of the students we serve.” Previously, Farland spent 13 years at the California School Boards Association as a Senior Policy Consultant. In that position, she was the principal point person on charter schools, and trained local governing boards around the state on charter authorizing responsibilities.   Farland replaces former division director Lisa Constancio who now oversees the School Fiscal Services Division. She started her new role Dec. 15.

State Superintendent of Public Instruction Tony Thurmond has appointed Robin Zane as the new Director of the State Special Schools and Services Division at the California Department of Education.  “Robin is an outstanding administrator, educator and advocate. The CDE is fortunate to have her at the helm of the SSSSD,” said Thurmond. “Her decades-long work with deaf and blind students demonstrates a fundamental understanding of how best to support the students and families we serve.”   Zane herself is deaf. In her new role as SSSSD Director, Zane will oversee California’s Schools for the Deaf in Fremont and Riverside; the California School for the Blind in Fremont; and Diagnostic Centers located in Fremont, Fresno, and Los Angeles. She will work collaboratively with the Special Education Division to ensure that services are provided to students with exceptional needs under the Individuals with Disabilities Education Act, and provide technical assistance and consultation to local educational agencies in the education of deaf and hard of hearing and visually impaired students.  Zane has worked in the SSSSD since 1997, beginning her service as a middle school English teacher in the California School for the Deaf in Fremont. Prior to this appointment, she was the director of the Diagnostic Center in Fremont.  Zane earned her bachelor’s degree in English literature from State University of New York at Buffalo; her master’s in special education from Boston University; a certificate of advanced studies from Harvard University, where she was recognized with a Conant Fellowship Award for Boston teachers; and her Ed.D. from University of California, Berkeley.