From Pandemic Setbacks to Reading Success: 7 Ways an Ohio District Is Boosting English Learner Literacy

Elementary school is a minefield of new skills—reading, math, social dynamics. Now imagine navigating all of that while also learning English as a second language. For many students, that’s the reality. In Troy City Schools, a small district north of Cincinnati with around 4,000 students, roughly 3% are English learners (ELs) speaking Spanish, Ukrainian, Japanese, and other languages. When the pandemic widened literacy gaps, the district refused to let these students fall behind. Instead, they launched a targeted, multi-year initiative that’s turning the tide. Here are the seven key strategies that made it happen—and how you can apply them in your own school or community.

1. Acknowledging the Unique Literacy Hurdles for English Learners

Sarah Walters, a literacy instructional support specialist at Troy City Schools, saw firsthand how the pandemic amplified the challenges for ELs. Federal data shows that EL achievement scores have lagged behind peers for two decades, with little improvement. In Troy, the phonics gap was especially stark. Students were frustrated, withdrawn, and ready to give up. The district recognized that simply providing standard instruction wasn’t enough—they needed a dedicated, research-backed approach that addresses the specific decoding and comprehension struggles of multilingual learners. This acknowledgment became the foundation for their entire literacy turnaround.

2. Conducting a Three-Year Needs Assessment and Planning Phase

Rather than rushing into a solution, Troy City Schools took time to plan. According to Danielle Romine, director of elementary teaching and learning, the district spent three years evaluating the literacy landscape after the pandemic. They identified inconsistencies in English-language instruction across classrooms and realized that piecemeal efforts weren’t working. This deliberate assessment allowed them to pinpoint exactly where to invest resources—and set the stage for a coherent, district-wide strategy. The lesson here: effective change often requires patience and thorough groundwork.

3. Adopting the Orton-Gillingham Multisensory Approach

The district’s big swing was embracing the Orton-Gillingham approach, a multisensory method that integrates movement, touch, and visual cues into reading instruction. Unlike traditional phonics drills, it engages multiple senses simultaneously—students might trace letters in sand, say sounds aloud, and tap out syllables. This method is especially effective for ELs because it bypasses language barriers by connecting sounds and symbols through physical action. Walters became certified through the Institute for Multi-Sensory Education (IMSE) and now leads the charge. The result? Students are not just decoding words but building deeper neural pathways for long-term literacy.

4. Training Every Elementary Staff Member—116 Strong

To ensure consistent support, Troy trained 116 staff members: every elementary teacher, intervention specialist, paraprofessional, and principal. This wasn’t a one-day workshop but ongoing professional development in the Orton-Gillingham method. By having everyone on the same page—from classroom teachers to support staff—the district created a unified literacy environment. ELs no longer faced fragmented instruction; instead, they encountered the same multisensory strategies in reading groups, intervention sessions, and even during recess with trained paraprofessionals. This comprehensive training model is a blueprint for scaling impact.

5. Securing Funding via Post-COVID Relief Grants

None of this would have been possible without dedicated funding. Troy City Schools used post-COVID relief grants along with district budget allocations to finance the training and materials. Romine notes that the planning phase allowed them to align this funding with their exact needs—no waste, no overlap. This strategic use of temporary pandemic funds shows how schools can invest in long-term capacity building rather than short-term fixes. It also underscores the importance of lobbying for equitable resources for EL populations, even when they represent a small percentage of the student body.

6. Prioritizing Social-Emotional Support Alongside Academics

Walters recalls that before the intervention, many ELs were not only struggling with phonics but also showing signs of social-emotional distress—withdrawal, frustration, and disengagement. The Orton-Gillingham approach addresses this by building confidence through success. As students mastered decoding, their motivation grew. Teachers also incorporated structured support routines and encouraged peer collaboration. By tackling both the academic and emotional sides of literacy, Troy created a safe space where ELs felt capable and valued. This holistic focus is critical for any literacy program serving vulnerable learners.

7. Creating a Scalable Model for Equitable Learning Opportunities

Walters sums up the district’s mission: “We want to help the students continue to thrive, with equitable learning opportunities.” Troy City Schools is now sharing its approach with other districts, demonstrating that small, focused investments can yield outsized results. The program didn’t just close literacy gaps for ELs; it raised the bar for all students. By documenting their journey—from assessment to training to funding—they’ve created a replicable model that other schools can adapt. The takeaway: with intentional planning and a multisensory toolkit, any district can turn pandemic-related setbacks into success stories.

The journey of Troy City Schools proves that even when English learners represent a tiny fraction of the student population, targeted, evidence-based practices can transform outcomes. By embracing a multisensory method, training every adult in the building, and funding it with pandemic relief dollars, the district turned a crisis into an opportunity. As Walters emphasizes, literacy is the foundation for all future learning. With these seven strategies, Troy isn’t just helping ELs catch up—it’s helping them thrive.