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In 2024, a two-year MDE Closing Educational Opportunity Gaps grant funded a curriculum overlay aligning WIDA English Language Development Standards with Minnesota State Standards, alongside educator, administrator, and family toolkits. A survey of 172 respondents examined curriculum adoption, implementation, and professional development resources, reporting adoption gaps and frequent independent lesson use, with recommendations for identifying scalable district best practices.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/curriculum-adoption-and-implementation-practices-for-minnesota-multilingual-learners-executive-summary/587930/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/curriculum-adoption-and-implementation-practices-for-minnesota-multilingual-learners-executive-summary/587930.png","ImageObject",300,407,{"name":92,"@type":93},"Bintang","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of Project Momentum’s survey in Minnesota?","Question",{"text":112,"@type":113},"It gathered statewide input from educators and school leaders on current curriculum resources, how multilingual learners’ instruction is implemented, and available professional development.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many educators and school leaders completed the survey, and when was it administered?",{"text":117,"@type":113},"A total of 172 respondents completed the survey. 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Washington and Edith Gozali-Lee  \nExecutive summary  \nProject Momentum seeks to use data to create evidence-based resources that will aid in the efforts of supporting educators working to improve educational outcomes for English Learners across the state of Minnesota. In 2024, the Southeast Service Cooperative’s Project Momentum received a two-year grant from the Minnesota Department of Education’s (MDE) Closing Educational Opportunity Gaps program to develop and share a curriculum overlay that aligns WIDA English Language Development Standards with Minnesota State Standards in core content areas. The grant also supports the creation of toolkits for educators, administrators, and families to promote more equitable instructional practices through high-quality materials—ultimately aiming to enhance the educational experiences of multilingual learners.  \n􀂄 To inform this effort , Project Momentum staff partnered with Wilder Research to conduct a statewide survey of educators and administrators in Minnesota focusing on the current curriculum resources, curriculum implementation—including instruction for multilingual learners, and professional development resources for educators and school leaders across Minnesota.  \n􀂄 A total of 172 educators and school leaders completed the survey. The survey was distributed in November 2024 at the Minnesota English Learner Education (MELEd) conference, and then via email December 2024-January 2025. Comprised of closed-ended and open-ended questions, this survey asked participant’s about curriculum adoption and implementation within their schools and districts.  \n􀂄 Findings from this survey revealed that while 38% of respondents said “yes” and 24% said“no”—to currently using an English Language Development ( ELD) district-adopted resource, 38% said that “there is no adopted ELD curriculum in their school or district”.  \n􀂄 Almost half of the respondents (48%) reported that they regularly used lessons, slides, and materials that they created themselves regardless of whether they are trained or equipped todo so.  \n􀂄 Future research should explore which districts are having success implementing adopted curriculum (especially those that focus on or are aligned with Multilingual/EL curriculum)—including adoption, training, and support—so that best practices can be identified and scaled.  \nCONTENTS  \nOverview ......................................................................................................................... 1  \nFindings .......................................................................................................................... 1  \nResponding educator and school leader demographics .............................................. 1  \nGeneral curriculum adoption process .......................................................................... 1  \nEnglish Language Development curriculum resources and practices ..........................3  \nSuggestions for improving curriculum ..........................................................................4  \nGeneral curriculum implementation practices ............................................................ 11  \nSuggestions for improving curriculum implementation ............................................ 14  \nAdditional comments ................................................................................................. 19  \nConclusion and implications ..........................................................................................21  \nAppendix .......................................................................................................................23  \nA. Respondent backgrounds .....................................................................................23  \nB. Analysis of open-ended responses .........................................","cbCaiidpXlKlVpo2","https://ap.wps.com/l/cbCaiidpXlKlVpo2","pdf",1465280,29,"English","# Overview\n## Findings\n## Responding educator and school leader demographics\n## General curriculum adoption process\n## English Language Development curriculum resources and practices\n## Suggestions for improving curriculum\n## General curriculum implementation practices\n## Suggestions for improving curriculum implementation\n## Additional comments\n## Conclusion and implications\n## Appendix\n## Respondent backgrounds\n## Analysis of open-ended responses","[{\"question\":\"What was the purpose of Project Momentum’s survey in Minnesota?\",\"answer\":\"It gathered statewide input from educators and school leaders on current curriculum resources, how multilingual learners’ instruction is implemented, and available professional development.\"},{\"question\":\"How many educators and school leaders completed the survey, and when was it administered?\",\"answer\":\"A total of 172 respondents completed the survey. It was distributed in November 2024 at the MELEd conference and then by email from December 2024 to January 2025.\"},{\"question\":\"What did the survey reveal about districts adopting ELD curriculum resources?\",\"answer\":\"Results showed adoption variation: 38% reported using an ELD district-adopted resource, while 38% reported no adopted ELD curriculum in their school or district.\"}]","Curriculum Adoption and Implementation Practices for Minnesota Multilingual Learners - Executive summary | PDF",1792063778,73]