Elementary school is tough.

There are playground politics, multiplication tables and learning to read.

Imagine dealing with all that in a new language — or even a whole new country.

That’s the added challenge for kids who are learning English at the same time they’re learning everything else as their peers.

It’s an issue that Sarah Walters and her colleagues were determined to tackle in Troy City Schools, a public school district made up of nine campuses roughly an hour north of Cincinnati. The area is home to an automotive manufacturer that brings some employees — and their families — over from Japan.

Roughly 3 percent of the 4,000 students have primary languages like Spanish, Ukrainian and Japanese, a relatively small population compared to the most recent national average of 11 percent.

But that small group is making big gains. Looking to close the literacy gaps that have plagued schools since the pandemic, the district took a big swing to increase literacy among its English learners. It trained 116 staff members — including every elementary teacher, intervention specialist, paraprofessional and principal — in the Orton-Gillingham approach, which folds movement and touch into reading instruction.

They say it’s paying off.

Walters, a literacy instructional support specialist, says that helping multilingual students master their grasp on English is vital. Like any other student, the foundation that they lay in reading and math will affect their learning from that point on.

“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,” Walters says.

Moving Toward Equity

Federal data shows that English learners' achievement scores lag far behind their peers on average, and have made little improvement over the past two decades.

Troy City Schools was eager to close widening literacy gaps that surfaced after the onset of the pandemic, Walters says, which was particularly hard on English learners like those at Concord Elementary. A big hurdle was phonics, the letter sounds that make up words.

Read the full article about boosting English learners' literacy by Nadia Tamez-Robledo at EdSurge.