Boosting Literacy for English Learners: How One Ohio District Turned Pandemic Challenges into Progress

For elementary students who are also learning English, mastering reading and writing can feel like an uphill climb—especially after the disruptions of the pandemic. Troy City Schools, a district of about 4,000 students north of Cincinnati, saw this challenge firsthand among its small but growing English learner (EL) population. With families arriving from Japan, Ukraine, and Spanish-speaking countries, the district decided to take a bold step. By training over 100 staff members in the Orton-Gillingham method—a multi-sensory approach to reading—they aimed to close literacy gaps and set multilingual students up for long-term success. Below, we explore the strategies, people, and results behind this turnaround.

What literacy challenges did English learners face after the pandemic?
How did Troy City Schools respond to those challenges?
What exactly is the Orton-Gillingham approach?
Why was Orton-Gillingham chosen especially for English learners?
How long did it take to plan and fund the new program?
Who led the implementation and what training took place?
What outcomes has the district seen so far?

What literacy challenges did English learners face after the pandemic?

Like many districts across the U.S., Troy City Schools saw widening literacy gaps after COVID-19 disrupted schooling. But for English learners, the hurdles were even steeper. At Concord Elementary, teachers noticed students struggling with phonics—the connection between letters and sounds. This foundational skill is critical for reading in English, yet many multilingual children felt lost and frustrated. According to literacy specialist Sarah Walters, students became withdrawn and showed signs of social-emotional distress. “We were seeing a lot of student frustration and wanting to give up,” she recalls. Without consistent, targeted instruction, these learners risked falling further behind their peers, making it harder to thrive in all subjects.

Boosting Literacy for English Learners: How One Ohio District Turned Pandemic Challenges into Progress — Source: www.edsurge.com

How did Troy City Schools respond to those challenges?

Determined to turn the tide, the district launched a comprehensive literacy initiative focused specifically on English learners. Rather than relying on scattered approaches, they invested in a unified, research-backed method that could be used across all nine campuses. The centerpiece was training 116 staff members—every elementary teacher, intervention specialist, paraprofessional, and principal—in the Orton-Gillingham approach. This multi-sensory technique combines movement, touch, sight, and sound to teach reading. The district also secured funding through post-COVID relief grants and budget reallocations to make the training possible. By equipping entire school teams with the same toolkit, Troy City Schools aimed to create consistent, effective literacy support for every EL student.

What exactly is the Orton-Gillingham approach?

The Orton-Gillingham method is a structured, multi-sensory way of teaching reading that has been used for decades, particularly with students who have dyslexia. But it also works well for English learners. The approach breaks down reading into small, sequential steps—starting with individual sounds and building to words, sentences, and stories. What makes it special is the use of multiple senses simultaneously: students might trace letters in sand while saying the sound aloud, or use their whole body to “act out” syllable patterns. This hands-on, kinesthetic element helps cement connections between spoken and written language. In Troy, teachers were certified through the Institute for Multi-Sensory Education, ensuring they could deliver this instruction with fidelity.

Why was Orton-Gillingham chosen especially for English learners?

English learners often struggle with phonics because they are still acquiring the sounds, rhythms, and patterns of a new language. The Orton-Gillingham method addresses this directly by making phonics explicit and tactile. Instead of just listening or seeing a letter, students feel it—by writing, tapping, or moving. This can be especially powerful for children who come from languages with different phonetic systems, such as Japanese or Ukrainian. Sarah Walters notes that the approach also builds confidence by reducing frustration: when students can physically “feel” the word, they are less likely to shut down. Additionally, the method’s systematic nature allows teachers to pinpoint exactly where a student needs support, making personalized intervention easier for multilingual learners.

How long did it take to plan and fund the new program?

Rome wasn’t built in a day, and neither was this literacy overhaul. According to Danielle Romine, director of elementary teaching and learning, the district spent three years studying options and gathering resources before launching the initiative. The delay wasn’t from lack of urgency—it was about securing stable funding. Troy City Schools eventually tapped into post-COVID relief grants and worked with district leaders to allocate budget lines specifically for this training. The careful planning paid off: by the time the program began, staff were fully prepared and the materials were in place. This patient, strategic approach ensured that the shift to Orton-Gillingham wasn’t rushed, but instead became a sustainable part of the district’s culture.

Who led the implementation and what training took place?

The driving force behind the initiative was Sarah Walters, a literacy instructional support specialist who became certified in Orton-Gillingham through the Institute for Multi-Sensory Education. Once certified, she took on the role of training and supporting the 116 staff members across the district. The training wasn’t a one-day workshop—it involved in-depth sessions on how to incorporate movement, touch, and multi-sensory techniques into daily reading instruction. Every elementary teacher, intervention specialist, paraprofessional, and principal participated, meaning that even non-classroom staff could reinforce literacy skills. This whole-school commitment, Walters says, is what makes the difference: “We want to help the students continue to thrive, and really everything that we’re thinking about with our student services is equitable learning opportunities.”

What outcomes has the district seen so far?

While the program is still relatively young, early indicators are promising. The district reports that its English learners are making significant gains in literacy—closing gaps that had widened during the pandemic. Teachers have observed less frustration and more engagement among multilingual students, who now approach reading with greater confidence. Although specific test scores aren’t yet public, the shift in classroom dynamics is palpable. As Walters puts it, “Helping multilingual students master their grasp on English is vital.” The district’s focus on equitable learning opportunities means these gains aren’t just about test scores—they’re about giving every child a foundation for lifelong success. With continued support, Troy City Schools hopes to see these gains grow even larger.

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