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Project Momentum 2024-2025 Annual Report

Southeast Service Cooperative 210 Wood Lake Drive SE Rochester, MN, 55904

Contents Message from the Project Director Executive Summary About Project Momentum Our Team Acknowledgments Advisory Board Highlights & Impact Data

5 6 7 8 10 10 12

Continuing Education Participant Profile Completion Rates & Learning Outcomes Survey Feedback Licensure Pathways Resources & Publications Stories of Impact State Partnerships State Spotlight Financial Overview Looking Ahead Course Enrollment Numbers Organizational Representation Conference Presentations & Dissemination

14 16 18 20 22 23 24 25 28 31 32 33 36

“This is cutting edge instructional knowledge for all educators. It is presented in an easyto-follow, engaging format that encourages authentic application in the classroom.” - Genre-based Pedagogy in the Classroom: Empowering Young Writers February 2025

Project Momentum 2024-2025 Annual Report

Message from the Project Director Dear Friends and Partners, This past year has been a pivotal one for Project Momentum. Together, we have expanded our reach, deepened our impact, and sharpened our focus on sustainability and lasting transformation. In the 2024-2025 school year, we continued our mission to position multilingualism as an asset and to equip educators with research-based, high-quality professional learning and English as a Second Language (ESL) licensure pathways. We are proud of the growth in course enrollment, the strides in licensure and micro-credential attainment, and our increased dissemination of resources and knowledge across the field. At the same time, we acknowledge the challenges: the ongoing need for deeper data on student outcomes, the pressures on educator time, and the imperative to innovate our business model so that Project Momentum is sustainable for years to come. In this report you will find the stories behind the numbers, our key achievements and learnings, and our vision for the future. I want to express my heartfelt thanks to our educators, partner districts, funders, advisory board, and the multilingual learners whose success motivates every decision we make.

With gratitude and resolve, Ashley Karlsson, Ph.D. Director, Project Momentum www.projectmomentum.org

Executive Summary During the 2024-2025 school year, Project Momentum demonstrated significant impact across multiple program areas. Our continuing education courses (CEU) saw more than 2,800 enrollments throughout the year, and our team enrolled 41 candidates into our accelerated additional ESL licensure program. We are also proud to share that 8 candidates successfully earned their ESL license through the license via portfolio process. Project Momentum expanded its thought leadership and resource offerings by adding more than a dozen new materials to our resource library and presenting at prominent local and national conferences, including the regional STEMForward Conference, the National Association of English Learner Program Administrators (NAELPA) Annual Conference, the Minnesota Education Association (MEA) Annual Conference, the Minnesota English Learner Education (MELEd) Conference, the Cradle 2 Career Conference, and the Office of English Language Acquisition National Professional Development Convening. Looking ahead, our strategic priorities focus on expanding course offerings and licensure pathways while exploring social-enterprise models that will diversify revenue streams and ensure long-term sustainability without compromising our core mission.

About Project Momentum

Project Momentum Timeline. September twenty-twenty-two Project Momentum launches. September twenty-twentythree, first continuing education course launches. January twenty-twenty-five, first English as a second language licensure cohort. May twenty-twenty-five new website launches. June twenty-twenty-five leadership micro-credential launches.

Mission & Vision Project Momentum exists to provide high-quality professional learning opportunities and resources for educators to improve instruction for multilingual learners. We envision a system in which multilingualism is recognized as an asset, educators are fully prepared to lead multilingual learner education, and schools transform practice so that multilingual learners thrive academically and linguistically.

Background & Growth Project Momentum is an initiative of the Southeast Service Cooperative (SSC). based in Rochester, MN. SSC is a public, non-profit agency started through statutory authorization in July 1976 that serves over 100 public and private school districts, cities, counties, and other organizations in the 11-county southeast region of Minnesota. Through Project Momentum, SSC’s reach has expanded nationwide. Since inception, we have developed self-paced CEU courses, icensure pathways (K-12 ESL licensure program, ESL license via portfolio), micro-credentials for multilingual learner leadership, and a robust resource library. We partner with school districts, state education agencies, and higher-education institutions across the country to build capacity for multilingual learner instruction. September 2022

September 2023

January 2025

May 2025

June 2025

Project Momentum Launches

First Continuing Education Course Launches

First ESL Licensure Cohort

New Website Launches

Leadership Micro-Credential Launches

Our Team Dr. Ashley Karlsson, Project Director Dr. Karlsson brings 15 years of international and domestic experience advancing multilingualism across diverse educational contexts—from teaching English Language Development in Minneapolis and Jordan Public Schools to serving as a Senior Training and Development Specialist in Kabul and working with Syrian youth in Lebanon. Most recently, she provided technical assistance to Minnesota local education agencies as a School Advocate and Education Systems Specialist. She holds a Ph.D. in Education Policy and Leadership from the University of Minnesota. Dr. Kendra Katnik, Project Implementation & Instructional Lead An experienced K–12 educator and administrator, Dr. Katnik specializes in culturally and linguistically responsive and sustaining pedagogy. Her career spans classroom teaching, program coordination, consulting, and higher education. She holds an Ed.D. in Educational Leadership from the University of Michigan and professional licenses in both teaching and central office administration, bringing deep expertise in creating equitable educational opportunities for culturally and linguistically diverse students.

Project Momentum 2024-2025 Annual Report

Merissa Russie, Multilingual Education Licensure Specialist Merissa is an accomplished educational leader with extensive experience developing and scaling multilingual learner programs. She has taught ELD learners across diverse settings—from Minnesota’s northern suburbs to dual-identified students in specialized settings to a thriving program she built at a South Minneapolis charter school. She has also managed Grow Your Own initiatives to diversify the educator workforce and taught internationally in Jordan and Palestine. Merissa holds a K-12 School Principal License, an M.S. in Community & Social Services, and a B.A. in Teaching English as a Second Language. Claudia Tabini, Community Engagement and Marketing Coordinator With over 15 years in nonprofit youth and education work in Rochester, Minnesota, Claudia brings proven expertise in community partnerships, equity-focused collaboration, and project management. Her experience includes facilitating diverse stakeholder groups and strengthening connections between educational and nonprofit organizations. She holds dual master’s degrees in Psychology and Business Administration and is a trained facilitator and project manager. Kristina Robertson, Multilingual Curriculum Specialist With 28 years of experience in English learner programming, a Master’s in TESOL, and doctoral studies in Educational Leadership for Diverse Learning Communities, Kristina develops standards-aligned curricula and resources for multilingual learners. A former WIDA facilitator, author, and presenter, Kristina is dedicated to equipping K-12 educators to effectively serve multilingual students. 9

Acknowledgments We wish to express our sincere gratitude to our funders, including the U.S. Department of Education, Office of English Language Acquisition (Award #T365Z220119) and the Minnesota Department of Education’s Closing Educational Opportunity Gaps Grant, whose foundational support has made Project Momentum’s work possible. We are deeply appreciative of our Advisory Board members, whose strategic guidance, thoughtful feedback, and steadfast commitment continue to strengthen our direction and impact. We also extend heartfelt thanks to the educators, school and district leaders, multilingual learners, and families who inspire and inform everything we do. Their voices and experiences remain at the heart of our mission. This publication was developed under grants from the U.S. Department of Education and the Minnesota Department of Education; however, the contents do not necessarily represent the policy or views of either agency, and no official endorsement should be inferred. Any opinions expressed, interpretations offered, or errors contained herein are those of the Project Momentum team alone.

Advisory Board The Project Momentum Advisory Board supports cross-functional collaboration within the multilingual education space and serves as a feedback loop for strategic planning discussions. Members include representatives from multiple school districts from across the state, experts from several local universities, and partners from the Minnesota Department of Education and Minnesota Service Cooperatives.

Project Momentum 2024-2025 Annual Report

• Jeff Aamot, Director, SE/Metro Regional Center of Excellence, Eden Prairie School District • Isa Anderson, COMPASS Equitable Access Specialist (Multilingual Learners), MDE • Hetal Ascher, Professional Learning Specialist, University of Wisconsin–Madison • Michael Bowlus, Multilingual Learner and Refugee Education, MDE • Christi Fosland, Educational Support Coordinator, Southeast Service Cooperative • Dr. Angela Froeming, Adjunct Instructor, Hamline University • Amy Grover, Associate Director, Southeast Service Cooperative • Dr. Keitha-Gail Martin-Kerr, Associate Chair for Racial Justice and Equity in the Department of Curriculum and Instruction, University of Minnesota • Dr. Nicole May, Instructional Designer, University of Minnesota • Kelsey Raymond, ELD Teacher, Roseville Area Schools • Elodie Sontgerath, ELD Teacher, Stillwater Area Public Schools • Carrie Sorenson, Educational Consultant • Dr. Amanda Tegels, Director of Teaching and Learning, Sourcewell • Boonmee Yang, Assistant Principal at Txuj Ci HMong, St. Paul Public Schools • Dr. Amy Young, Director of ESL and Bilingual Education, Minneapolis Public Schools

Highlights & Impact Data 2024-2025 Continuing Education Courses 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Applying the WIDA ELD Standards Framework to Content Areas Assessing and Supporting Language Development with WIDA Tools Assessment Accommodations for Multilingual Learners Collaboration & Co-Teaching for Multilingual Learners Culturally Responsive Communication in the Classroom Culturally Responsive School, Family, and Community Partnerships Effective Lesson Planning with Language and Content Objectives Evidence-Based Literacy for Multilingual Learners Genre Based Pedagogies Incorporating Linguistic Supports as an Education Support Professional Language & Literacy for Experienced (Long-term) Multilingual Learners Language & Literacy for Recently Arrived English Learners & SLIFE Language Access for Multilingual Families Learning in a Sociocultural Context Multilingual Development Multilingual Learners in Early Childhood Education Scaffolding Content Lessons for Multilingual Learners Supporting Academic Language in the Classroom Understanding WIDA Proficiency Levels Who are Multilingual Learners in U.S. Schools?

20 12

Continuing Education Courses Offered

Project Momentum 2025 Annual Report

1,350

Unique Educators

The number of unique educators enrolled in our courses more than doubled this year, growing from 645 educators in 2023-2024 to 1,350 in 2024-2025.

2,408

Course enrollments more than tripled this year, increasing from 758 in 2023-2024 to 2,408 in 2024-2025.

Course Enrollments

2024-2025 Participant Data 2024-2025 Participant Data

1,350 unique participants through the year 23 participants that enrolled in 10+ courses 101 participants that enrolled in 4-9 courses 222 participants that enrolled in 2-3 courses 1,004 participants that enrolled in 1 course

Continuing Education Participant Profile Current Role in Education

(n=678)

Classroom Teacher

321

EL/ML Teacher

117

Special Education Teacher

Education Support Professional

Administrator

Substitute Teacher

Instructional Coach

Counselor

Other Specialist Teacher (Title I, Reading, etc.)

Other*

*Pre-Service Teacher, Speech Language Pathologist, School Nurse, Social Worker, School Psychologist, Early Childhood, EL/ML Coordinator, Adult Educator, Parent Educator, Language Teacher (Hmong, Spanish), Media Specialist, Not Currently Employed by a School, College Advisor, School Counselor, Volunteer, Technical Assistance Provider, Curriculum Developer

Participants’ Years of Experience in Education (Including This Year)

(n=678)

Less than 1 year

1-3 years

4-6 years

7-9 years

10 or more years

452

Project Momentum 2024-2025 Annual Report

Participants’ Highest Level of Education

(n=651)

High school diploma or GED

Associate's degree

Technical/vocational degree or certificate

Bachelor's degree

186

Master's degree

419

Ph.D. or other professional degree (e.g., Ed.D)

How Participants Learned About This Course

(n=669)

School Administrator

317

Project Momentum Website or Staff

State Department of Education

Colleague

Service Cooperative Website or Staff

School District

A Local or State Professional Organization (i.e. MinneTESOL)

Friend or Family

Search Engine (Google, Bing, etc.)

Proserva

Other*

*Social Media, Education Minnesota, National Professional Organization (i.e. WIDA), College Professor

“These are excellent asynchronous professional development courses. Not many programs or companies offer this high quality, relevant material with a solid research-base.” - Assessment Accommodations for Multilingual Learners November 2024

Project Momentum 2024-2025 Annual Report

Completion Rates & Learning Outcomes

59%

Completion Rate

for Continuing Education Courses

Completion rates increased by 18 percentage points, from 41% to 59%, reflecting our enhanced support for educators throughout their learning journey. This completion rate significantly exceeds typical massive open online course (MOOC) completion rates, which average between 10-15%.

Completion rates exceeded 50% in all but four courses

Continuing Education Course Enrollment Numbers Course Name Culturally Responsive Communication in the Classroom Supporting Academic Language in the Classroom Assessment Accommodations for Multilingual Learners Collaboration & Co-Teaching for Multilingual Learners Culturally Responsive School, Family, and Community Partnerships Scaffolding Content Lessons for Multilingual Learners Evidence-Based Literacy for Multilingual Learners Multilingual Learners in Early Childhood Education Incorporating Linguistic Supports as an Education Support Professional Language & Literacy for Recently Arrived English Learners & SLIFE Applying the WIDA ELD Standards Framework to Content Areas Multilingual Development Who are Multilingual Learners in U.S. Schools? Effective Lesson Planning with Language and Content Objectives Understanding WIDA Proficiency Levels Language Access for Multilingual Families Language & Literacy for Experienced (Long-term) Multilingual Learners Assessing and Supporting Language Development with WIDA Tools Learning in a Sociocultural Context Genre Based Pedagogies

Project Momentum 2024-2025 Annual Report

Enrollment 278 261 173 172 160 139 138 133 116 116 108 106 90 87 71 63 59 56 51 31

CEU courses with the highest completion rates

76% Learning in a Sociocultural Context 74% Culturally Responsive School, Family, and Community Partnerships 74% Supporting Academic Language in the Classroom 71% Genre Based Pedagogies CEU courses with the lowest completion rates

48% Assessment Accommodations for Multilingual Learners 47% Language & Literacy for Recently Arrived English Learners & SLIFE 37% Applying the WIDA ELD Standards Framework to Content Areas 34% Multilingual Learners in Early Childhood Education

Continuing Education Course Survey Feedback We included an optional survey at the end of each of our courses. This survey was administered confidentially, with results collected and reported by Wilder Research. The numbers below represent the total number of respondents in each agreement category across all twenty courses.”

Strongly Disagree

Disagree

Somewhat Disagree Somewhat Agree

Agree

Strongly Agree

The overall quality of the course content was excellent. 4

287

164

The overall quality of the course content was excellent. Strongly Disagree 4, Disagree 3, Somewhat Disagree 11, Somewhat Agree 85, Agree 287, Strongly Agree 164.

The instructional materials were presented in a clear and organized manner, making it easy to follow along and understand the content. 4

290

174

The instructional materials were presented in a clear and organized manner, making it easy to follow along and understand the content. Strongly Disagree 4, Disagree 4, Somewhat Disagree 12, Somewhat Agree 68, Agree 290, Strongly Agree 174.

The course materials and resources (e.g., readings, videos, presentations) were relevant and helpful in enhancing my understanding of the subject matter. 4

284

179

The course materials and resources (e.g., readings, videos, presentations) were relevant and helpful in enhancing my understanding of the subject matter. Strongly Disagree 4, Disagree 4, Somewhat Disagree 12, Somewhat Agree 72, Agree 284, Strongly Agree 179.

The interactive elements of the course (e.g., quizzes, discussions, activities) were effective in engaging my participation and promoting learning. 4

105

261

161

The interactive elements of the course (e.g., quizzes, discussions, activities) were effective in engaging my participation and promoting learning. Strongly Disagree 4, Disagree 8, Somewhat Disagree 15, Somewhat Agree 105, Agree 261, Strongly Agree 161.

Project Momentum 2024-2025 Annual Report

I was challenged in the course to acquire a high level of knowledge, skill, and and/or understanding of course content. 3

115

287

123

I was challenged in the course to acquire a high level of knowledge, skill, and and/or understanding of course content. Strongly Disagree 3, Disagree 6, Somewhat Disagree 14, Somewhat Agree 115, Agree 287, Strongly Agree 123.

The course met my expectations in terms of addressing my professional development needs as an educator. 3

302

146

The course met my expectations in terms of addressing my professional development needs as an educator. Strongly Disagree 3, Disagree 1, Somewhat Disagree 12, Somewhat Agree 84, Agree 302, Strongly Agree 146.

The course enhanced my ability to meet the needs of multilingual learners in my professional setting. 3

285

153

The course enhanced my ability to meet the needs of multilingual learners in my professional setting. Strongly Disagree 3, Disagree 1, Somewhat Disagree 10, Somewhat Agree 96, Agree 285, Strongly Agree 153.

The course increased my cultural competence and ability to create an inclusive environment for multilingual learners. 9

2 1

294

143

The course increased my cultural competence and ability to create an inclusive environment for multilingual learners. Strongly Disagree 2, Disagree 1, Somewhat Disagree 9, Somewhat Agree 91, Agree 264, Strongly Agree 143.

I was often involved in the learning process via reflection, discussion, and application of learning to real life. 2

308

125

I was often involved in the learning process via reflection, discussion, and application of learning to real life. Strongly Disagree 2, Disagree 2, Somewhat Disagree 10, Somewhat Agree 93, Agree 308, Strongly Agree 125.

The course platform or learning management system (LMS) was accessible and easy to use. 3

275

169

The course platform or learning management system (LMS) was accessible and easy to use. Strongly Disagree 3, Disagree 4, Somewhat Disagree 10, Somewhat Agree 79, Agree 275, Strongly Agree 169.

Licensure Pathways Project Momentum supports multiple pathways to teacher licensure in English as a Second Language (ESL), including coaching for license via portfolio and a PELSB-approved additional licensure program. ESL Licensure via Portfolio The license via portfolio pathway offers an alternative route to ESL licensure for experienced educators who have significant practical experience working with English learners but may lack traditional coursework requirements. Candidates compile a professional portfolio documenting their knowledge and skills, including evidence of student learning, instructional practices, and professional development. Project Momentum provides guidance and support throughout the portfolio development process, helping candidates demonstrate their competency and readiness for licensure through this performancebased assessment approach. Throughout the 2024-2025 year, Project Momentum provided individualized coaching to over 20 educators across Minnesota. So far, 8 candidates have successfully submitted and been granted their ESL licensure via portfolio. Four additional have submitted and are waiting for reviewer feedback and ten are in progress. Additional ESL Licensure Program Project Momentum’s additional licensure pathway enables licensed Minnesota teachers to add an English as a Second Language (ESL) endorsement to their existing teaching license. The program provides comprehensive preparation in linguistically responsive instructional practices through a structured coursework sequence that meets Minnesota’s Professional Educator Licensing and Standards Board (PELSB) requirements. Upon completion, candidates are qualified to teach English learners across K-12 settings in Minnesota.

Project Momentum 2024-2025 Annual Report

Additional Licensure Cohort 1: 2024-2025 Project Momentum received 140 applications for its inaugural K-12 ESL Additional Licensure cohort. Forty-one participants were accepted and enrolled. To date, the cohort has completed four of the seven required licensure courses, and sixteen candidates have successfully completed their K–12 ESL practicum. The cohort is on track to complete the program in December 2025. Profile of Accepted Candidates

18% of Applicants Accepted 29% Native Speakers of a Language Beyond English 21% from Rural Communities Looking Ahead to Licensure Cohort 2: 2025-2026 Project Momentum opened applications for a fall cohort in May 2025. Over 100 applications were received. Of the applications, 24 candidates were offered admittance into the program. 50% of these candidates are multilingual. All 24 candidates will complete their orientation course at the end of August and will begin their first official class on September 8th.

Resources & Publications We launched a refreshed website at www.projectmomentum.org in May 2025. Within two months of our launch, we had over 5,800 page views and 1,800 unique page visitors.

To expand the reach of our courses this year, we published a Micro-Credential Guide for Professional Growth. This guide provides overviews of the courses that are bundled in our micro-credential pathways and provides recommendations for implementation. In addition, we also released additional resources for teachers and administrators in our Resource Library, including an English Learner Program Evaluation Tool, Individual Language Plan Template, Policy Review Worksheet and Key Considerations for English Learners with Disabilities.

Available Micro-Credential Pathways • Classroom Accommodations for Multilingual Learners • Engaging Culturally & Linguistically Diverse Families • Integrating Language & Content Instruction • Applying the WIDA ELD Standards Framework • Literacy for Multilingual Learners

Project Momentum 2025 Annual Report

Stories of Impact District Spotlight: Rochester Public Schools Nineteen educators from Rochester Public Schools were accepted into our inaugural licensure cohort for additional license in English as a Second Language. As of July 2025, RPS educators have completed Language and Society, Linguistics and Language Education, Differentiation for Multilingual Learners, and Multimodal Language and Literacy. The program is directly strengthening the district’s capacity to serve multilingual learners. Additionally, 13 RPS educators are serving in compensated leadership roles as supervisors, cooperating teachers, and instructors, strengthening district expertise and honoring educator leadership within the community.

“I think this is a great program for teachers to gain their ESL license. All the content was very practical and could actually be used in the classroom. I also feel that the classes really encompassed all aspects in teaching ML students and really took my teaching experience and elevated it to a new level. It also gave me all the gaps about language that I felt I was missing. This program has given me the knowledge, tools, and confidence to be a successful multilingual teacher.” - Instructional Facilitator, RPS

“This was a great experience that helped me grow so much in my own understanding of ML students and how we can support them in our classrooms. Even if I do not transition into an ML support role, what I learned here will definitely have an impact on and make me a better teacher for all students.” - Literacy Coach, RPS 25

State Partnerships Minnesota - With roots in Minnesota, Project Momentum has long prioritized meeting the needs of educators in the state. Our courses align with selected Minnesota Professional Educator Licensing and Standards Board (PELSB) License Renewal Requirements. In cooperation with PELSB, Project Momentum also offers a licensure pathway that enables currently licensed Minnesota educators to earn an additional license in ESL. We also provide guidance and support for educators pursuing licensure through the portfolio process. Colorado - Project Momentum partners with the Colorado Department of Education (CDE) to support educators in meeting the English Learner Professional Development Renewal Requirement. Colorado teachers holding professional licenses with elementary, English language arts, math, science, social studies, or middle-level endorsements must complete 45 contact hours of EL professional learning for renewal. Project Momentum offers a state-specific course that fulfills this 45-hour requirement. Michigan - Project Momentum has partnered with the Michigan Department of Education (MDE) to provide approved State Continuing Education Clock Hours (SCECHs) for Michigan educators who complete our CEU courses. These hours can be used for renewal and progression of certificates and licenses issued by the Michigan Department of Education.

Project Momentum 2025 Annual Report

State Spotlight Colorado Department of Education

The course was launched on March 18, 2025, and developed with support from a National Professional Development (NPD) grant funded by the U.S. Department of Education’s Office of English Language Acquisition (OELA). It reflects Project Momentum’s broader mission to build educator capacity and advance equity for multilingual learners. As of July 2025, over 600 educators had enrolled in the course and 304 certificates had been awarded. A total of 290 course completers responded to the post-course survey. Respondents identified their current role as classroom teachers, followed by special education teachers, administrators, and instructional coaches. The cohort also included a small number of EL teachers, pre-service teachers, education support professionals, and other school staff. Participants were a mix of early-career and veteran educators. Nearly 75% reported working in the field of education for 10 years or more. These figures reflect a cohort of professionals with deep instructional knowledge and a clear commitment to expanding their expertise in multilingual learner education. Survey responses offer meaningful insights into the course’s effectiveness and impact.

Colorado Course Feedback

Evaluation Statement (n=290) The overall quality of the course was excellent. The course enhanced my ability to meet the needs of multilingual learners. The course increased my cultural competence and inclusivity. I was challenged to acquire a high level of knowledge and skill. I was actively involved through reflection and application. The learning platform was accessible and easy to use.

Project Momentum 2024-2025 Annual Report

% Strongly Agree

% Agree / Somewhat Agree

Total Favorable

48%

96%

50%

47%

97%

48%

50%

98%

40%

56%

96%

38%

60%

98%

42%

54%

96%

“It was helpful and organized. I feel like I have something to take back with me to my school and be a better teacher. There are some things in my teaching that I will adjust because I took this course. In fact, I’ve already spoken with some of my EL students about what I should do and their opinions on what was in this course. So thank you for that.” - Empowering Educators of Multilingual Learners (Colorado Course) April 2025

Financial Overview Revenue in 2024-2025 was driven primarily through grant funding, including a five-year National Professional Development (NPD) Grant from the Office of English Language Acquisition at the U.S. Department of Education (Award #T365Z220119) and a two-year Closing Educational Opportunity Gaps (CEOG) Grant from the Minnesota Department of Education. This year’s expenses of $882,400 exceed our annual revenue of $719,000. This reflects the additional drawdown of carryover funds from Years 1-3 of the NPD grant. Unspent funds from earlier grant years were carried forward for deployment in Year 4, when our programming, partnerships, and staffing reached full capacity. Our spending has matched our growth and has ensured that dollars were spent where and when they could have the greatest impact. Revenue National Professional Development Grant

$531,500

Closing Educational Opportunity Gaps Grant

$187,500

Total

$719,000

Revenue CEOG $187,500

NPD $531,500

Project Momentum 2024-2025 Annual Report

Expenses Staff Salaries

$401,000

Contractual Expenses

$237,000

Staff Salaries

Benefits

Staff Travel Administrative

$401,000

$73,000

$73,000 $19,000

Support

$72,000

Contractual Stipends

$237,000 $62,000

Other Direct Costs

$3,400

Supplies

Staff Travel Administrative Support Stipends Total

$15,000

$19,000 $72,000 $62,000

Supplies

$15,000

Other Direct Costs

$3,400

$882,400

As Project Momentum enters the fourth year of its current federal grant, we are focused on ensuring that the impact of our work continues well beyond the life of the award. Over the coming year, we will design and pilot a sustainable social enterprise model that maintains our missiondriven focus while expanding access and long-term viability. This evolution will allow Project Momentum to continue providing high-quality professional learning, licensure pathways, and resources for educators of multilingual learners, supported not only by grants, but by diversified revenue streams, strategic partnerships, and value-driven services that reinforce our commitment to improving opportunities and outcomes for multilingual learners. 31

Looking Ahead Looking ahead to the 2025-2026 school year, Project Momentum is poised for a year of innovation, growth, and deepened impact. We will expand our licensure pathways and micro-credential offerings, adding specializations in Multilingual Learners with Disabilities and Translanguaging to equip educators with advanced tools for multilingual learner success. Our evaluation efforts will strengthen the connection between professional learning and student outcomes, supported by more refined data systems that illuminate both progress and opportunity. To ensure long-term sustainability, we will pilot a social-enterprise model that introduces feebased services while preserving free access for educators who need it most. At the same time, we will broaden our partnerships across regions and states, working toward broader adoption and systemic transformation. Our goal is to ensure that Project Momentum continues to grow with the quality, innovation, and care that have defined our work from the start. Expand licensure pathways and micro-credential Launch Multilingual Learners with Disabilities and Translanguaging courses. Deepen evaluation Link educator professional learning to student outcomes, refine data systems. Pilot social-enterprise model Fee-based services while maintaining free access for educators who need it most. Strengthen partnerships regionally and nationally Expand reach beyond current state partnerships. Enhance resource dissemination and digital platform Streamline access, improve data on usage, launch new toolkits and digital modules. Sustain and build team capacity Provide professional learning for our own internal staff, refine operations, ensure quality and growth. 32

Project Momentum 2024-2025 Annual Report

Organizational Representation1 Organization Rochester Community Schools (MI) Westwood Community School District Rochester Public Schools Willmar Public Schools Utica Community Schools St. James Public School ISD840 Warroad Public Schools Byron Public Schools Achieve Language Academy Faribault Public Schools Anoka-Hennepin Schools Keys Grace Academy Saint Paul Public Schools (SPPS) Minnetonka Public Schools Mountain Lake Public Schools ISD173 St. Jerome School Osseo Area Schools ISD279 Douglas County School District Grand Rapids Public Schools Farmington Area Schools ISD192 Harper Creek Community Schools Academy District 20 Cambridge Isanti Schools Hawaii Public Schools North St. Paul - Maplewood - Oakdale Schools ISD622 Spring Lake Park Schools ISD16 Fountain-Fort Carson School District Garfield School District Centennial School District ISD12 Pontiac School District

305 participants did not disclose their organizational affiliation

Number of Enrollments 180 136 119 119 112 89 59 44 37 33 30 30 30 28 27 27 26 24 20 19 18 17 17 17 17 17 16 16 15 15

Number of Enrollments

Organization Minnesota Transitions Charter School Pine City Public Schools ISD578 Intermediate District 287 Southwest West Central (SWWC) Service Cooperative Springfield Public Schools St. Cloud Public Schools ISD742 University of Northwestern - St. Paul Bloomington Public Schools ISD271 Columbia Heights Public Schools (ISD13) Eden Prairie Schools Flint Community Schools Howard County Public School System Winona Public Schools

13 13 12 12 12 12 12 11 11 11 11 11 11

Organizations with 10 or fewer participants 27J Schools Albany Area Schools Albert Lea Area Schools Alexandria Public Schools Alpena Public Schools Aurora Public Schools Austin Public Schools Becker Public Schools Bemidji Public Schools Bethany Lutheran College Bethune School District Big Lake Public Schools Blue Earth Public Schools Boulder Valley School District Brainerd Public Schools Brightworks Brooklyn Center Community Schools Brush School District Buffalo Lake-Hector-Stewart Schools Burnsville-Eagan-Savage School District Butterfield-Odin Public School Caledonia Area Public Schools California Online Public Schools

Catholic Schools Center of Excellence CESA 2 Cherry Creek School District Cheyenne Mountain School District Child Care Aware of MN Cloquet Public Schools Coldwater Community Schools Cologne Academy Colon Community Schools CO Department of Education Colorado Springs District Concordia University St Paul Constantine Public Schools Cotter Public Schools Craig Hospital Crookston Public Schools DC Public Schools Delano Public Schools Delta County Schools Divine Mercy Catholic School DS Learning Design Edina Public Schools Elk River Public Schools Ellsworth School Department

Project Momentum 2024-2025 Annual Report

Estes Park School District Evansville Vanderburgh School Corporation Fergus Falls Public Schools Forest Lake Area Schools Fowler Public Schools Fredericktown School District Fridley Public Schools Frontier Academy Global Academy Global Village Academy Goodhue County Education District Grand Haven Area Public Schools Hamtramck Public Schools Hanley International Academy Hastings Public Schools Hiawatha Academies Hi-Plains School District Hmong College Prep Academy Holy Family School Horizon Science Academy Horry County Schools Howard Lake Waverly Winstead Hudsonville Public Schools Iowa City Community School District

Jackson County Central School District ISD2895 Janesville-Waldorf-Pemberton Jeffco Public Schools Jefferson School District Jordan Public School District Kalamazoo Public Schools Kasson-Mantorville Public Schools Kearsley Community Schools Kellogsville Public Schools Kentwood Public Schools Kimball Area Public Schools Kingsland Public Schools Kittson Public Schools Knox County Schools Lake City Public Schools Lakes International Language Academy (LILA) Lakeville Area Schools Le Sueur-Henderson Schools LEAD Public Schools Leslie Public Schools Liberty Classical Academy Lincoln International Litchfield Public Schools Little Falls Public Schools Livonia Public Schools Long Prairie Grey Eagle Schools Loyola Catholic School Mabel-Canton Schools Mahtomedi Public Schools Mankato Area Public Schools Maranatha Christian Academy Marshall Public Schools Martin Luther College Math and Science Academy Medford Public Schools Mesa Public Schools Minneapolis Public Schools MN Department of Education Minnesota State Academies for the Deaf and Blind MinneTESOL MN Department of Corrections Monte Vista School District Montezuma Cortez School District Monticello Public Schools Moorhead Public Schools Moose Lake Community School Morris Area Public Schools Moundsview Public Schools Nanuet Union Free School District

National Heritage Academies Nicollet Public School North Branch Public Schools Northeast College Prep Northeast Metro 916 Intermediate School District Northwest Education Services Norwood Public Schools Novi Community School District Oakland Schools Otsego Public Schools Ottawa Areas Schools Park Hill School District Portage Public Schools Pueblo School District 60 Quantum Steam Academy Red Wing Public Schools RI Department of Education Richardson ISD Risen Christ School River Valley School District Roaring Fork Schools Robbinsdale Public Schools Rochester Catholic Schools Rockford Area School District Rocori Public Schools Roosevelt Charter Academy Roseau School District Rosemount Apple Valley Eagan Roseville Public Schools Royal Oak Schools Saginaw Public Schools Saint Mary’s University Sartell St. Stephen Schools Sauk Center Public Schools School District 49 School District 51 Seattle Public Schools Seven Hills Preparatory Academy Sourcewell South Central Service Cooperative SD K-12 Data Center South Washington County Schools Southern Plains Education Cooperative Southfield Public Schools Southwest Metro Intermediate School District 288 St. Anthony - New Brighton Schools St. Charles Public Schools St. Francis Schools St. John’s Lutheran School

St. Joseph County St. Michael-Albertville Schools Stewartville Public Schools Summit Academy Summit School District The Shipley School Thompson School District Three Rivers Community Schools Twin Cities Education Consultants Twin Falls School District University of Colorado University of Minnesota University Schools Van Buren Public Schools Waseca Public Schools Washtenaw Public Schools Watertown-Mayer Schools Weld County School District West Bend School District West Central Area School District West Ottawa Public Schools West. St. Paul Mendota Heights Eagan Westborough Public Schools Westonka Public Schools Wicomico County Schools WIDA Wiley School District Willmar Christian Community School World Savvy Zumbro Education District

Conference Presentations and Dissemination Katnik, K. (2025). Expanding Access to High-Quality PD for Teachers of Multilingual Learners. Presentation at the National Association of English Learner Program Administrators Conference (NAELPA). Robertson, K., & Tabini, C. (2025). Breaking Barriers: Using AI to Make STEM Accessible to All. Presentation at the STEMForward Conference. Southeast Service Cooperative, Rochester, MN. Robertson, K., & Tabini, C. (2025). AI + EL: Crafting the Perfect Prompts for Differentiated Language Learning. Presentation at the STEMForward Conference. Southeast Service Cooperative, Rochester, MN. Russie, M., Tabini, C. (2025). Incorporating Linguistic Supports as an Educational Support Professional. Presentation at the Rochester Public Schools Professional Learning Day. Russie, M., & Tabini, C. (2025). Family, Community, & Student Engagement. Presentation at the Rochester Public Schools Professional Learning Day. Russie, M., Karlsson, A., Aziz, J., & Katnik, K. (2024). Multilingual learners in Minnesota: A survey of statewide support. MinneTESOL Journal. Karlsson, A., Katnik, K., Tabini, C., Russie, M., Gozali-Lee, E., & Washington, P. (2024). Project MOMENTUM: Micro-Credential Options for Minnesota Educators Navigating Transformative Understandings of Multilingualism. Poster presented at the Office of English Language Acquisition (OELA) National Professional Development Convening. Karlsson, A., & Zimmerman, E. (2024). A Multimodal Approach to Text Deconstruction. Presentation at the Minnesota English Learner Education (MELEd) Conference.

Project Momentum 2024-2025 Annual Report

Katnik, K., Tabini, C., Russie, M., & Karlsson, A. (2024). Comprehensive Professional Development for Multilingual Learner Instruction: Utilizing Project MOMENTUM Resources. Presentation at the Minnesota English Learner Education (MELEd) Conference. Karlsson, A., & Robertson, K. (2024). Understanding the Curriculum Landscape for Multilingual Learners. Presentation at the Minnesota English Learner Education (MELEd) Conference. Russie, M., & Tabini, C. (2024). Understanding Our Multilingual Learners. Presentation at the Southwest Minnesota Principal and Leader Collaborative. Russie, M., & Tabini, C. (2024). Differentiating Instruction with the WIDA Framework: Practical Strategies. Presentation at Education Minnesota’s MEA Annual Conference. Russie, M., & Tabini, C. (2024). Minnesota Aprende: An Innovative Approach to Support Multilingual Learners. Presentation at Cradle 2 Career Conference.

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