How to Boost English Learner Literacy After Pandemic Setbacks: A School District’s Proven Approach

Introduction

Elementary school is challenging enough with playground politics, multiplication tables, and learning to read. Now imagine facing all of that while also mastering a new language. That’s the reality for English learners (ELs), a group whose literacy development was hit especially hard by the pandemic. Troy City Schools in Ohio—a district serving about 4,000 students, 3% of whom speak languages like Spanish, Ukrainian, or Japanese—decided to take bold action. By training 116 staff members in the Orton-Gillingham multi-sensory approach, they turned the tide. This how-to guide walks you through the steps they used to close literacy gaps and create equitable learning opportunities for ELs. Whether you’re a district leader or a classroom teacher, these steps can help you replicate their success.

What You Need

• Funding: Post-COVID relief grants (e.g., ESSER) or district budget allocations.
• Certified Orton-Gillingham trainer: A literacy specialist who can become certified through the Institute for Multi-Sensory Education (IMSE).
• Training materials: Orton-Gillingham manuals, multisensory tools (sand trays, letter tiles, etc.).
• Staff commitment: All elementary teachers, intervention specialists, paraprofessionals, and principals willing to participate in training.
• Data assessment tools: Phonics screening, reading fluency benchmarks, and social-emotional check-ins.
• Time: At least 3 years for planning, implementation, and refinement.

Step-by-Step Guide

Step 1: Assess the Literacy Gaps Among English Learners

Before taking action, Troy City Schools conducted a thorough review of their EL students’ performance. They found that phonics—the relationship between letters and sounds—was a major hurdle. Students were frustrated and withdrawn, showing signs of social-emotional distress. To start, gather your own data: compare EL achievement scores to national averages (which show little improvement over 20 years), and identify specific areas like decoding, comprehension, or vocabulary. Use universal screeners and teacher observations to pinpoint where your students struggle most. This step is critical because it ensures your efforts are targeted and evidence-based.

Step 2: Secure Sustainable Funding

Troy City Schools deliberated for three years before they had enough money to move forward. They combined post-COVID relief grants (e.g., ESSER) with district budget allocations. To replicate this, research available federal and state grants for EL literacy, and work with your finance team to prioritize this initiative. Remember that funding needs to cover trainer certification, staff stipends (if training is after hours), and materials. As noted in Step 3, investing in a certified trainer is non-negotiable for fidelity.

Step 3: Train All Relevant Staff in Orton-Gillingham

The heart of Troy City Schools’ success was training 116 staff members—every elementary teacher, intervention specialist, paraprofessional, and principal—in the Orton-Gillingham approach. This method integrates movement (tapping, tracing) and touch (using sand trays, letter tiles) into reading instruction. Sarah Walters, a literacy instructional support specialist, became certified through IMSE and then led the training. For your district: identify a literacy specialist to get certified first, then schedule multi-day workshops for all staff. Ensure training covers explicit, systematic phonics instruction and how to adapt it for ELs. Follow-up coaching sessions are essential for long-term implementation.

Step 4: Implement Multi-Sensory Instruction in Classrooms

Once trained, staff began using Orton-Gillingham techniques daily. For example, students might say a letter sound while tracing it in sand, or tap out syllables on their arms. This kinesthetic-tactile approach helps ELs internalize phonics rules that may differ from their native languages. To implement: schedule a consistent block of time for multi-sensory activities, differentiate tasks based on proficiency levels, and encourage students to self-correct using the tools. Troy City Schools observed reduced frustration as students gained confidence. Monitor fidelity through classroom walkthroughs and feedback.

Step 5: Monitor Progress and Adjust Instruction

Data collection didn’t stop after training. The district regularly checked EL progress using phonics assessments, reading fluency probes, and social-emotional surveys. When certain strategies weren’t working, they modified them—for instance, increasing time spent on blending sounds for students struggling with English-specific phonemes. Use a response-to-intervention (RTI) framework to tier support: core instruction for all, small-group for some, and intensive one-on-one for a few. Share data transparently with staff and families to build a shared commitment.

Step 6: Focus on Equity and Social-Emotional Support

Danielle Romine, director of elementary teaching and learning, emphasized that equitable opportunities were the ultimate goal. Troy City Schools ensured that ELs received the same rich instruction as their peers, not a watered-down curriculum. They also addressed the social-emotional impact by creating a safe, encouraging environment. Practical steps: celebrate small wins, use culturally responsive materials, and provide translation services for parent communication. When students feel supported, they are more willing to take risks in reading.

Tips for Success

• Start small: Pilot the program in one grade level before scaling up.
• Involve families: Host workshops to explain the Orton-Gillingham method and how parents can support at home.
• Build a culture of collaboration: Regular meetings between EL specialists, classroom teachers, and reading coaches keep everyone aligned.
• Be patient: Full implementation can take 3-5 years, as Troy City Schools experienced.
• Celebrate progress: Share success stories like improved test scores or student confidence to maintain momentum.

By following these steps, your district can turn the tide for English learners just as Troy City Schools did. The key is commitment, funding, and a research-backed method like Orton-Gillingham. Start your journey today—every student deserves the foundation for lifelong literacy.