How One Ohio District Boosted English Learner Literacy: A Step-by-Step Guide for Schools

Introduction

Elementary school presents plenty of challenges—playground dynamics, multiplication tables, and learning to read. For students who are simultaneously acquiring English, these hurdles multiply. The pandemic widened literacy gaps for English learners nationwide, but Troy City Schools in Ohio found a way to turn the tide. By investing in the Orton-Gillingham approach—a multisensory method that integrates movement and touch into reading instruction—the district trained 116 staff members and saw significant gains among their multilingual students. This guide breaks down the key steps they took, offering a practical roadmap for other districts aiming to close literacy gaps and support English learners.

How One Ohio District Boosted English Learner Literacy: A Step-by-Step Guide for Schools — Source: www.edsurge.com

What You Need

Funding: Post-COVID relief grants or district budget allocations (Troy City Schools used these sources).
Committed leadership: Support from principals, directors of teaching and learning, and district administrators.
A certified Orton-Gillingham trainer: At least one staff member (e.g., a literacy specialist) needs to become certified through an accredited program, such as the Institute for Multi-Sensory Education.
Training materials: Orton-Gillingham curriculum, manipulatives (sand trays, letter tiles, etc.), and resources for multisensory phonics instruction.
Time for planning: Troy City Schools spent three years preparing before full implementation.
Staff buy-in: Willingness from elementary teachers, intervention specialists, paraprofessionals, and principals to undergo training.

Step-by-Step Guide

Step 1: Identify Literacy Gaps and Fragmented Instruction

Start by assessing where your English learners struggle most. In Troy City Schools, the pandemic exposed a major hurdle in phonics—the letter sounds that form words. Teachers noticed student frustration, withdrawal, and social-emotional impacts. Review your current English-language instruction to see if it’s inconsistent or varies across classrooms. Gather data from benchmark assessments, teacher observations, and student feedback. This step sets the foundation for targeted change.

Step 2: Secure Funding and Build Administrative Support

Large-scale literacy initiatives require financial resources. Troy City Schools used post-COVID relief grants and district budget allocations to fund their program. Approach district leaders with data showing the need and potential impact. Present a clear proposal that includes costs for certification, training materials, substitute teachers during training days, and ongoing support. Expect the process to take time—Troy mulled over changes for three years before they had enough funding. Patience and persistence are key.

Step 3: Train a Core Literacy Specialist in Orton-Gillingham

Designate a literacy instructional support specialist (like Sarah Walters) to become certified in the Orton-Gillingham method. Choose an accredited program, such as the Institute for Multi-Sensory Education. Certification involves intensive coursework and supervised practice. This person will be your in-house expert, responsible for training other staff and providing ongoing coaching. Once certified, they become the driver of the initiative.

Step 4: Roll Out Training to All Instructional Staff

Scale the training to include every elementary teacher, intervention specialist, paraprofessional, and principal—Troy City Schools trained 116 staff members in total. Schedule professional development sessions that cover the Orton-Gillingham approach, with a focus on multisensory techniques (using movement and touch to teach phonics). Provide hands-on practice with materials like sand trays, letter tiles, and tapping methods. Ensure principals participate so they can support implementation school-wide.

Step 5: Implement Multisensory Phonics Instruction in Classrooms

Roll out the Orton-Gillingham approach in daily instruction. Teachers guide students to see, say, hear, and touch letters and sounds—engaging multiple senses to reinforce learning. For example, students might trace letters in sand while saying the sound, or tap out syllables with their fingers. This method is especially effective for English learners who need concrete, tactile experiences to grasp phonics. Monitor fidelity through classroom observations and coaching from the literacy specialist.

Step 6: Monitor Progress and Adjust Based on Data

Track student growth using formative and summative assessments. Look for improvements in phonics, reading fluency, and overall literacy. Also pay attention to social-emotional indicators—Troy noticed reduced frustration and withdrawal as students became more confident. Hold regular data meetings with teachers to discuss what’s working and what needs tweaking. Celebrate small wins (e.g., a student sounding out a new word) to maintain momentum. Adjust pacing or strategies if certain groups are not making expected gains.

Tips for Success

Prioritize equity: Frame the initiative as providing equitable learning opportunities for all students, as Troy’s literacy specialist emphasized. English learners deserve the same foundation in reading as their peers.
Be patient with change: Big shifts in instruction take time. Troy City Schools spent three years planning before full implementation. Don’t rush—allow for thorough training and gradual rollout.
Foster collaboration: Encourage teachers, intervention specialists, and administrators to share insights and support each other. A unified approach prevents fragmented instruction.
Address social-emotional needs: Literacy struggles often lead to withdrawal or frustration. Incorporate positive reinforcement and create a safe classroom environment where students feel comfortable taking risks.
Leverage community support: If your district has a diverse population (Troy’s includes families from Japan, Ukraine, and Spanish-speaking countries), involve families and community liaisons to reinforce learning at home.
Keep training ongoing: One-time workshops aren’t enough. Provide follow-up coaching, refresher sessions, and opportunities for new staff to get trained. Sustainability is key.

By following these steps, your district can replicate the success Troy City Schools achieved. The Orton-Gillingham approach, combined with committed staff and strategic planning, can help English learners overcome pandemic-related setbacks and build a strong literacy foundation for life.

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