10 Strategies Helping Ohio District Close the English Learner Literacy Gap

Elementary school is tough enough—multiplication tables, playground politics, and learning to read. Now imagine doing all that while also mastering a brand-new language. For English learners (ELs), that’s the daily reality. The pandemic only made things harder, widening literacy gaps that had already plagued these students. But one Ohio district—Troy City Schools—decided to fight back. Through a multi-year, evidence-based plan, they are turning the tide. Here are ten key strategies that are making a difference.

1. Acknowledging the Dual Challenge

English learners don’t just learn academic content—they learn the language at the same time. Sarah Walters, a literacy instructional support specialist at Troy City Schools, emphasizes that this dual burden can lead to frustration and withdrawals. Before the pandemic, the district noticed EL students struggling with phonics, feeling discouraged, and even wanting to give up. Recognizing this unique challenge was the first step. The district understood that closing literacy gaps required targeted support that addressed both language acquisition and foundational reading skills simultaneously.

2. Focusing on a Small but Growing Population

About 3% of Troy City Schools' 4,000 students are English learners—a figure well below the national average of 11%. Their primary languages include Spanish, Ukrainian, and Japanese, largely due to a nearby automotive manufacturer that brings families from Japan. Despite the small size, the district prioritized these students because they knew even a few falling behind could have long-term consequences. The commitment to equity meant no student was left out, no matter the percentage.

3. Confronting Pandemic-Widened Gaps

Federal data shows EL achievement scores have stagnated for two decades, and the pandemic made things worse. At Concord Elementary, literacy gaps became even more pronounced after 2020. Students were withdrawn and emotionally impacted. Walters recalls seeing the social-emotional toll: “Students being very withdrawn, those social-emotional impacts.” The district knew that delaying action would only deepen the crisis, so they began planning a comprehensive response.

4. Adopting the Orton-Gillingham Approach

The core of the district’s strategy is the Orton-Gillingham (OG) method, a multi-sensory teaching approach that combines movement, touch, and sight with reading instruction. Students learn by seeing letters, hearing sounds, and physically forming them—like tracing letters in sand. This approach is especially effective for struggling readers and English learners because it reinforces neural pathways through different senses. Troy City Schools invested heavily in training staff in OG to ensure consistent, high-quality instruction.

5. Training 116 Staff Members

Every elementary teacher, intervention specialist, paraprofessional, and principal—116 individuals in total—received OG training. This wasn’t a one-off workshop. The district created a cohort that met regularly to practice and refine techniques. By training the entire elementary staff, they ensured that every EL student would encounter the same proven methods across all classrooms, interventions, and support settings. Consistency was key to turning theory into daily practice.

6. Empowering a Literacy Specialist

Sarah Walters became a certified Orton-Gillingham practitioner through the Institute for Multi-Sensory Education. She then took on the role of supporting and training her colleagues, acting as a mentor and coach. Her certification gave the district an internal expert who could model lessons, provide feedback, and troubleshoot challenges. This created a sustainable model where expertise lived within the district, not just in external consultants.

7. Securing Funding Through Federal Relief

Even with the desire to change, the program took three years of planning before launch. Funding came from post-COVID relief grants (e.g., ESSER funds) and district budget allocations. Danielle Romine, director of elementary teaching and learning, noted that the wait was necessary to secure resources for training, materials, and staffing. The district prioritized long-term impact over quick fixes, using temporary federal dollars to build permanent capacity.

8. Implementing a Three-Year Planning Phase

From 2020 to 2023, Troy City Schools studied, piloted, and refined their approach. They didn’t rush. Instead, they gathered data, observed student needs, and aligned the OG method with existing curricula. This slow, deliberate process allowed teachers to buy in and feel prepared. When the program finally launched, it was with a solid foundation rather than a hasty reaction to pandemic losses.

9. Tracking Early Wins

Early results are promising. Students who once showed frustration now engage more confidently with reading. Teachers report fewer signs of withdrawal and more participation. While detailed data isn’t yet public, Walters notes that the shift in student attitudes is palpable. The multi-sensory approach seems to unlock learning for ELs who previously struggled with abstract phonics. The district is now monitoring progress to scale what works.

10. Embedding Equity Into Every Decision

At the heart of this initiative is a commitment to equitable learning opportunities. Walters says, “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.” The district didn’t just target ELs in isolation—they strengthened literacy instruction for all while ensuring ELs got the extra support they needed. This dual approach ensures that closing gaps doesn’t come at the expense of other students.

Conclusion: A Model for Turning the Tide

Troy City Schools’ story isn’t just about one district—it’s about what’s possible when schools commit to evidence-based practices, invest in their staff, and refuse to let English learners fall through the cracks. The pandemic hindered literacy for many, but with the Orton-Gillingham approach, targeted training, and a focus on equity, this Ohio district is proving that the tide can turn. For educators nationwide, it offers a roadmap: slow planning, multi-sensory instruction, and unwavering belief in every student’s potential.