Time: 3:00–4:15 p.m. Central Time

Location: Virtual

Description: Join REL Southwest for a free webinar on how school climate and social-emotional learning (SEL) can support education transitions and student outcomes. In this interactive webinar, Ginger Stoker, PhD, and Brenda Arellano, PhD, senior researchers at REL Southwest, will provide an overview of the results of REL Southwest’s research on noncognitive skills and school environments in students’ transitions to high school. A question-and-answer session with Dr. Stoker and Dr. Arellano will follow. Afterward, Juliette Berg, PhD, senior researcher at the American Institutes for Research (AIR), will share information and research on school climate and SEL and discuss how an integrated approach to school climate and SEL can strengthen outcomes across the school community. Wehmah Jones, PhD, senior researcher at AIR, then will discuss implications for implementation and practical application exploring how districts and schools are implementing policies on school climate and SEL. Finally, a practitioner, Suzanne Nguyen-Wisneski of Rio Rancho Public Schools in New Mexico, will share reflections on information provided by previous presenters and discuss strategies that her district uses to support a positive school climate and education transitions. The webinar will conclude with another question-and-answer session.

Partnership or Research Alliance: Southwest English Learners (SWEL)

Audience: The primary audience for this webinar includes a broad national audience of principals, instructional coaches, teachers, district superintendents, and state education staff.

Speakers:

• Brenda Arellano, PhD, Senior Researcher, REL Southwest
• Ginger Stoker, PhD, Senior Researcher, REL Southwest
• Juliette Berg, PhD, Senior Researcher, AIR
• Wehmah Jones, PhD, Senior Researcher, AIR
• Suzanne Nguyen-Wisneski, Executive Director, Federal, Bilingual and Native American Programs, Rio Rancho Public Schools

Report Citation: Stoker, G., Liu, F., & Arellano, B. (2017). Understanding the role of noncognitive skills and school environments in students’ transitions to high school (REL 2018–282). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. https://files.eric.ed.gov/fulltext/ED578859.pdf