Boosting English Learner Literacy: A Step-by-Step Guide to Implementing Orton-Gillingham in Your District

Introduction

Elementary school is challenging enough for any child—navigating playground politics, mastering multiplication tables, and learning to read. Now imagine doing all that while simultaneously acquiring a new language and adapting to a new culture. That’s the reality for English learners (ELs) in schools across the United States. The pandemic exacerbated literacy gaps for these students, but one Ohio district found a way to turn the tide. Troy City Schools, a small district near Cincinnati with about 3% of its 4,000 students speaking languages like Spanish, Ukrainian, and Japanese, took bold action. By training 116 staff members in the Orton-Gillingham approach—a multisensory method that integrates movement and touch into reading instruction—they saw significant gains in literacy among their English learners. This guide outlines the steps your district can take to replicate their success.

Boosting English Learner Literacy: A Step-by-Step Guide to Implementing Orton-Gillingham in Your District — Source: www.edsurge.com

What You Need

Before diving into the process, gather the following materials and prerequisites:

Commitment from leadership – Support from district administrators, principals, and school boards is essential for funding and time allocation.
Funding sources – Post-COVID relief grants (e.g., ESSER funds) or district budget allocations can cover training costs. Troy City Schools used a combination of these.
A certified Orton-Gillingham trainer – Partner with an organization like the Institute for Multi-Sensory Education to certify a literacy specialist.
Training materials – Orton-Gillingham manuals, manipulatives (e.g., sand trays, letter tiles), and assessment tools.
Staff to train – Ideally all elementary teachers, intervention specialists, paraprofessionals, and principals (at least one per campus).
Time for planning – Allow at least 2-3 years for research, funding acquisition, and phased implementation.
Data collection tools – To track student progress pre- and post-implementation.

Step-by-Step Implementation Guide

Step 1: Assess Your District's Baseline

Start by evaluating your current English learner literacy levels and instructional consistency. Troy City Schools found that EL instruction was “inconsistent and fragmented” across classrooms before the pandemic. Gather data on phonics proficiency, reading comprehension, and student frustration levels. Use this as your starting point to justify the need for change. Speak with teachers, literacy coaches, and EL specialists to identify specific pain points, such as students feeling withdrawn or wanting to give up.

Step 2: Secure Funding and Leadership Buy-In

Implementing a district-wide initiative requires both financial and administrative support. Troy City Schools spent three years securing funding through post-COVID relief grants and internal budget allocations. Present a clear business case to your school board: improved literacy scores lead to better long-term outcomes for ELs and reduce achievement gaps. Emphasize that Orton-Gillingham is evidence-based and can benefit all students, not just English learners.

Step 3: Select and Certify a Literacy Specialist

Choose a dedicated individual—like a literacy instructional support specialist—to become certified in the Orton-Gillingham method. This person will serve as the lead trainer and ongoing support for the rest of the staff. Troy City Schools’ Sarah Walters undertook this certification through the Institute for Multi-Sensory Education. Ensure the specialist receives thorough training and is committed to mentoring colleagues.

Step 4: Train All Relevant Staff Members

In Troy, 116 staff members received training, including every elementary teacher, intervention specialist, paraprofessional, and principal. This ensures consistency across the district. Schedule training sessions over several weeks or months, combining theory with hands-on practice. Focus on the multisensory components: using movement (e.g., tapping out sounds) and touch (e.g., writing in sand) to reinforce letter-sound connections. Make sure participants understand how to adapt the approach for English learners who may have different phonological awareness levels.

Step 5: Roll Out the Approach in Classrooms

Begin implementing Orton-Gillingham in targeted classrooms, starting with kindergarten and first grade where phonics foundations are critical. Use small-group or one-on-one instruction for EL students who need extra support. Incorporate regular assessment to monitor progress. Troy City Schools saw reduced student frustration as the multisensory methods engaged learners and made abstract sounds concrete. Teachers should document what works and share successes during staff meetings.

Step 6: Monitor, Adjust, and Scale

Collect data on student literacy gains after the first year. Compare scores to pre-implementation baselines. Adjust training or materials based on teacher feedback and student outcomes. Once the approach is validated in early grades, expand to upper elementary and consider involving middle school staff. Troy’s success with their 3% EL population shows that even small groups can make big strides—scale gradually to avoid overwhelming resources.

Tips for Success

Based on Troy City Schools’ experience, keep these final considerations in mind:

Be patient – Change takes time. Troy spent three years planning before fully implementing. Don’t rush; quality over speed.
Focus on equity – Frame the initiative as providing “equitable learning opportunities” for all students, as Walters emphasized. This helps garner wider support.
Use multisensory methods daily – Orton-Gillingham thrives on consistency. Incorporate movement and touch into every phonics lesson, even for short periods.
Support social-emotional needs – EL students often feel withdrawn or frustrated. Acknowledge their challenges and celebrate small wins to build confidence.
Leverage grants – Post-COVID relief funds (e.g., ESSER) are ideal for this kind of professional development. Apply early and track spending carefully.
Involve principals – When principals are trained alongside teachers, they can better observe and coach instruction. Make them part of the process.

By following these steps, your district can close literacy gaps for English learners and help them thrive—just as Troy City Schools did. The key is commitment, collaboration, and a willingness to try a research-backed approach that makes reading tangible for every student.