Transforming Literacy for English Learners: A District's Step-by-Step Success Plan

By ● min read

Introduction

Elementary school presents universal challenges—playground politics, multiplication tables, and learning to read. For students learning English as an additional language, these tasks are compounded by the need to acquire literacy in a new language while also navigating a new culture. The pandemic deepened these literacy gaps, leaving many English learners (ELs) behind their peers. In Troy City Schools, an Ohio district serving approximately 4,000 students—with 3% speaking primary languages like Spanish, Ukrainian, and Japanese—educators refused to accept this setback. Instead, they launched a targeted, multi-year initiative to boost EL literacy using the Orton-Gillingham approach, a multisensory method that integrates movement and touch into reading instruction. This guide walks you through the steps Troy City Schools took to turn the tide, from building commitment to training 116 staff members and seeing measurable gains. Whether you're a district leader, literacy coach, or teacher, these steps offer a roadmap for creating equitable literacy opportunities for English learners.

What You Need

• District-wide commitment from leadership, teachers, and support staff to prioritize EL literacy.
• A certified Orton-Gillingham trainer (e.g., through the Institute for Multi-Sensory Education).
• Funding sources such as post-COVID relief grants and district budget allocations.
• Time for planning and implementation (Troy City Schools spent three years preparing).
• 116 staff members to train, including all elementary teachers, intervention specialists, paraprofessionals, and principals.
• Multisensory teaching materials (sand trays, letter tiles, tactile surfaces) for Orton-Gillingham lessons.
• Data tracking systems to monitor student progress and adjust instruction.

Step-by-Step Guide

Step 1: Assess the Need and Build Commitment

Start by evaluating the literacy gaps among your English learners. Troy City Schools recognized that phonics instruction was a major hurdle—students were frustrated, withdrawn, and showing social-emotional impacts. Use state and federal data (like NAEP scores) alongside classroom observations to identify where your ELs struggle most. Then, gather stakeholders—district leaders, principals, teachers, and literacy specialists—to discuss the urgency and build a shared vision. Sarah Walters, a literacy instructional support specialist in the district, emphasized that equitable learning opportunities for ELs are vital because early literacy foundations affect all future learning. Secure buy-in by highlighting how a consistent, research-based approach can turn the tide.

Step 2: Secure Funding and Resources

Implementing a district-wide literacy shift requires financial support. Troy City Schools used post-COVID relief grants plus internal budget allocations to fund the initiative. The planning phase lasted three years—from 2020 to 2023—to ensure adequate resources. As Danielle Romine, director of elementary teaching and learning, noted, the district mulled over the changes and waited until it had enough funding to deliver. Explore similar funding streams in your area: federal grants (e.g., Title III for ELs), state literacy initiatives, and local education funds. Allocate funds for certification, training materials, substitutes for teacher release time, and follow-up coaching.

Step 3: Select and Train a Lead Specialist

Before training the entire staff, designate a literacy coach or specialist to become certified in the Orton-Gillingham method. Sarah Walters pursued certification through the Institute for Multi-Sensory Education. This lead specialist will be responsible for supporting and training other educators. Look for a candidate with strong knowledge of literacy development and experience working with English learners. Certification programs typically involve intensive coursework, supervised practicum hours, and demonstrated competence in multisensory instruction. Once certified, this person becomes the district’s internal expert and trainer.

Step 4: Train All Elementary Staff in Orton-Gillingham

Troy City Schools trained 116 staff members—every elementary teacher, intervention specialist, paraprofessional, and principal. This ensured consistency across all classrooms and reduced fragmentation. Training should cover the core principles of Orton-Gillingham: explicit, systematic, sequential phonics instruction that incorporates auditory, visual, and kinesthetic-tactile pathways. Provide hands-on practice with techniques like sky-writing letters, tracing on sandpaper, and using magnetic letters. Schedule training in phases: initial intensive workshops, follow-up coaching, and ongoing professional learning communities. Principals should participate to understand how to support implementation in their buildings.

Step 5: Implement Multisensory Instruction in EL and General Classrooms

With trained staff, begin integrating Orton-Gillingham strategies into daily lessons. For English learners, this approach is especially powerful because it engages multiple senses and provides concrete ways to connect sounds to symbols. For example, students might say a letter sound while tracing its shape in a sand tray, then blend sounds using tactile tiles. Emphasize phonics, but also apply the strategies to vocabulary and comprehension. Monitor for student frustration—Walters noted that many ELs were ready to give up before the intervention. Use small-group instruction or one-on-one support for those who need extra scaffolding. Encourage teachers to share successes and challenges during regular meetings.

Step 6: Monitor Progress and Adjust Instruction

Data collection is critical. Track student performance on literacy benchmarks, phonics assessments, and reading fluency. Troy City Schools saw big gains among their small EL population, but continuous monitoring allowed them to fine-tune instruction. Use both formal assessments and informal observations. If a student continues to struggle, provide additional targeted intervention using Orton-Gillingham techniques. Share progress with families and involve them in supporting literacy at home. Also, address social-emotional needs—students who were withdrawn before may need encouragement to engage. Celebrate small wins to build confidence.

Tips for Success

• Start small: Pilot the program with a single grade or school before scaling up.
• Prioritize equity: Ensure training reaches all staff who work with ELs, not just ESL teachers.
• Support social-emotional learning: Combine literacy instruction with strategies to reduce student anxiety and build resilience.
• Maintain consistency: Use the same approach across all classrooms so students receive a unified message.
• Invest in ongoing coaching: One-time training is not enough; schedule regular check-ins and refresher sessions.
• Celebrate progress: Share data and success stories with staff, families, and the school board to sustain momentum.