How to Boost Literacy for English Learners: A Step-by-Step Guide Based on Ohio District's Success

Introduction

Elementary school presents a host of challenges: mastering multiplication tables, navigating social dynamics on the playground, and learning to read. Now imagine doing all that while also learning a new language—perhaps even adjusting to a new country. This is the reality for English learners (ELs) in many U.S. school districts. The pandemic only deepened these challenges, widening literacy gaps that had already persisted for decades. But one Ohio district, Troy City Schools near Cincinnati, found a way to turn the tide. By training 116 staff members in the Orton-Gillingham multisensory approach, they significantly improved literacy outcomes for their ELs. This guide walks you through their proven strategy, step by step, so your district can replicate their success.

What You Need

Before you begin, make sure you have these essential elements in place:

• Funding – Post-COVID relief grants (e.g., ESSER funds) and district budget allocations to cover training and materials.
• Administrative buy-in – Support from principals, curriculum directors, and the superintendent to prioritize EL literacy.
• A literacy specialist – Someone willing to become certified in the Orton-Gillingham method (e.g., through the Institute for Multi-Sensory Education).
• Time for planning – Expect at least three years to research, fund, and implement the program (as Troy did).
• Staff commitment – Willingness from every elementary teacher, intervention specialist, paraprofessional, and principal to undergo intensive training.
• Baseline data – Current literacy scores and phonics assessments for your EL population to measure progress.

Step-by-Step Process

1. Step 1: Assess Your District’s Literacy Gaps

   Start by analyzing your English learners’ achievement data, especially in phonics and reading comprehension. Look for signs of frustration and withdrawal among students, as Sarah Walters of Troy City Schools observed. Identify inconsistencies across classrooms—for example, fragmented English-language instruction that varies from teacher to teacher. Use this data to build a strong case for change.

2. Step 2: Secure Funding and Leadership Support

   Without dedicated resources, even the best plan will stall. Troy funded their initiative through post-COVID relief grants (like ESSER) and internal budget reallocations. Present your findings to district leaders, emphasizing the long-term benefits of closing literacy gaps—such as improved academic outcomes and equity. Get written approval and a multi-year budget commitment.

3. Step 3: Plan for a Three-Year Rollout

   Troy spent three years mulling over changes before implementing them. Use this time to research evidence-based approaches like Orton-Gillingham, recruit a lead certified trainer, and schedule training sessions. Create a detailed timeline with milestones, such as initial certification for the specialist, then gradual staff training, and finally classroom adoption.

4. Step 4: Certify a Literacy Specialist in Orton-Gillingham

   Choose a staff member—like Troy’s Sarah Walters—to become the in-house expert. They should attend a comprehensive certification program (the Institute for Multi-Sensory Education is one option). Once certified, this person will lead all future training and provide ongoing support. This step is crucial for ensuring fidelity to the method.

5. Step 5: Train Every Elementary Teacher and Support Staff

   Expand training to all 116 staff members: every elementary teacher, intervention specialist, paraprofessional, and principal. The Orton-Gillingham approach folds movement and touch into reading instruction, making it especially effective for ELs struggling with phonics. Schedule training in cohorts to minimize disruption, and use job-embedded coaching to reinforce skills.

   

6. Step 6: Implement Multisensory Instruction in All Classrooms

   Once trained, ask teachers to consistently apply Orton-Gillingham techniques. These include using sand trays, textured mats, and hand gestures to teach letter sounds and blending. In Troy, this replaced fragmented instruction with a unified, evidence-based framework. Encourage collaboration among educators to share successes and troubleshoot challenges.

7. Step 7: Monitor Progress and Adjust

   Track student literacy scores quarterly, with special attention to English learners. Look for reductions in frustration and improved phonics skills. Use the data to refine instruction—for example, offering small-group tutoring or additional multisensory practice. Celebrate small wins to maintain staff and student motivation.

8. Step 8: Foster Equitable Learning Opportunities

   Troy City Schools views this work as part of a larger equity mission. Ensure that ELs receive the same foundational instruction as their peers, while also receiving targeted support. Collaborate with families, especially those from diverse linguistic backgrounds (e.g., Spanish, Ukrainian, Japanese), to reinforce learning at home. Remember that literacy is the key to lifelong academic success.

Tips for Success

• Be patient with the process. Troy waited three years before launching. Rushing can lead to shallow implementation and burnout.
• Prioritize social-emotional support. ELs who felt withdrawn need a safe, encouraging classroom environment alongside academic intervention.
• Invest in ongoing coaching. One-time training isn’t enough. The certified specialist should provide regular feedback and refresher sessions.
• Engage the whole school community. Principals should champion the method, and paraprofessionals must be included in all training to ensure consistency.
• Track non-academic gains. Look for increased student confidence and engagement—these are early indicators of long-term success.
• Adapt to your population. Troy’s ELs spoke primarily Spanish, Ukrainian, and Japanese. Tailor examples and materials to your students’ home languages whenever possible.
• Use federal and state grants. Post-COVID relief dollars remain available; also explore Title III (English Language Acquisition) funds.
• Share your story. Like Troy, you can inspire other districts by publishing results on your website or presenting at conferences.

By following these steps, your district can replicate Troy City Schools’ success—turning the tide on pandemic-era literacy losses and giving English learners the strong foundation they deserve. Start with a needs assessment, secure funding, commit to multisensory instruction, and watch your students thrive.