How to Boost Literacy for English Learners: A Step-by-Step Guide Inspired by Troy City Schools

Introduction

Elementary school is a whirlwind of new experiences: playground politics, multiplication tables, and learning to read. Now imagine facing all of that in a language you're still mastering—or even while adjusting to a new country. This is the reality for English learners (ELs), who must simultaneously acquire language and academic skills. For many districts, closing the literacy gap for these students has become even more urgent after the pandemic widened disparities. But one Ohio district, Troy City Schools, has shown that with intentional planning and investment, it's possible to turn the tide. By training every elementary teacher, intervention specialist, paraprofessional, and principal in the Orton-Gillingham approach, they boosted literacy among their EL population—which includes speakers of Spanish, Ukrainian, Japanese, and other languages. Here’s a step-by-step guide based on their success, designed to help other districts replicate this model.

What You Need

• Administrative buy-in from district leadership, school boards, and principals.
• Funding sources (e.g., post-COVID relief grants, budget reallocations, Title I/III funds).
• A certified literacy specialist or coach who can lead Orton-Gillingham training (or a similar multisensory approach).
• Training provider such as the Institute for Multi-Sensory Education for certification.
• Time allocation for staff professional development (initial training plus ongoing coaching).
• Data on current EL performance (reading assessments, phonics gaps, social-emotional indicators).
• Multisensory teaching materials (sand trays, letter tiles, tracing tools, etc.).
• Commitment to equity and a belief that all students can achieve literacy.

Step-by-Step Plan

Step 1: Assess the Literacy Gaps and Understand Your EL Population

Before diving into a solution, you need a clear picture of the problem. Analyze your district's English learner achievement data, particularly in phonics, decoding, and comprehension. In Troy City Schools, they noticed that early literacy gaps—especially the sounds that letters make—were causing student frustration and withdrawal. Look at both quantitative data (assessment scores) and qualitative feedback from teachers and students. Also, understand your EL demographics: what languages do they speak? How long have they been in the country? This context will help tailor instruction. Tip: Involve EL teachers and families in this assessment phase to identify hidden challenges.

Step 2: Secure Funding and Build a Timeline

Change requires resources. Troy City Schools spent three years planning before they had the budget to act. They used post-COVID relief grants and district budget allocations. Identify potential funding streams: federal grants (e.g., ESSER, Title III), state literacy initiatives, or private foundations. Create a realistic timeline that allows for preparation, training, and implementation. Action item: Present the data from Step 1 to decision-makers to justify the investment. Highlight the long-term costs of not addressing the gap—lower graduation rates, reduced opportunities.

Step 3: Choose a Research-Based, Multisensory Approach

Troy City Schools selected Orton-Gillingham, a structured literacy method that incorporates movement, touch, and visual cues. This approach is especially effective for ELs because it engages multiple senses and explicitly teaches phonics patterns. Before committing, research evidence-based programs and consult with literacy experts. Consider whether the method can be adapted for diverse languages and cultural backgrounds. Key features to look for: systematic, explicit instruction; multisensory components; and scalability for whole-class and small-group settings.

Step 4: Train All Relevant Staff Comprehensively

This is the heart of the model. Troy City Schools trained 116 staff members—every elementary teacher, intervention specialist, paraprofessional, and principal. The training was led by a literacy specialist who became certified through the Institute for Multi-Sensory Education. Make sure training is hands-on and includes modeling, practice, and feedback. Don't forget support staff: paraprofessionals and teaching assistants often work directly with ELs. Also, train principals so they can observe and reinforce the approach in classrooms. Schedule follow-up sessions and coaching cycles to solidify skills over months, not just a single day.

Step 5: Implement Consistent, Equitable Instruction Across Classrooms

Before the initiative, English-language instruction in Troy City Schools was fragmented. After training, all classrooms used the same multisensory strategies. This consistency is crucial for ELs, who benefit from predictable routines and language patterns. Create a pacing guide or scope and sequence that aligns with the Orton-Gillingham method. Embed the approach into daily literacy blocks, intervention time, and even content-area lessons. Check for equity: ensure that ELs receive the same high-quality instruction as their peers, not a watered-down curriculum.

Step 6: Monitor Progress and Celebrate Small Wins

Track student data regularly to see if the approach is working. Use formative assessments, running records, and phonics inventories. Troy City Schools saw reductions in student frustration and improvements in engagement. Share successes with staff, families, and the community to maintain momentum. Be prepared to adjust: if certain EL groups aren't progressing, investigate whether the instruction is culturally responsive or if additional supports (like bilingual aides) are needed.

Tips for Success

• Start with a pilot: If full district rollout seems daunting, try the approach in one or two schools first. Use lessons learned to refine before scaling.
• Embrace social-emotional learning: As Troy City Schools found, student frustration and withdrawal can block literacy gains. Integrate strategies to build confidence, such as celebrating small reading milestones.
• Involve families: Host workshops to explain the multisensory method in parents' home languages. Share simple activities they can do at home—even if they don't speak English.
• Invest in ongoing professional development: One-time training isn't enough. Schedule monthly coaching sessions and peer observations to deepen staff expertise.
• Use internal anchor links like Step 1 or Step 4 in your own documentation to help teachers quickly refer to specific guidance.
• Collaborate with EL specialists: Literacy and language instruction should complement each other, not compete. Plan together to align goals.
• Stay patient and persistent: Troy City Schools took three years to launch. Systemic change doesn't happen overnight, but the payoff for your English learners is priceless.

By following these steps, your district can create a more equitable literacy environment—one where every child, regardless of language background, has the tools to read and thrive.