This project will establish a guided reading library for a 4th grade classroom where more than 50% of students are currently reading below grade level. The library will include a wide range of leveled books to support targeted reading instruction during class and provide students with the opportunity to continue practicing at home. By offering consistent access to appropriate and engaging texts, this project aims to help students build fluency, comprehension, and confidence—ultimately getting them back on track with their reading development.
At Barrett Elementary School in Crosby, Texas, a significant number of students are struggling to meet foundational literacy milestones. This project seeks to directly address the urgent need for targeted reading intervention by creating a guided reading library that will support both in-class instruction and at-home practice for 4th grade students. Currently, only 25 out of 48 students in this grade level met the “Approaches Grade Level” standard on the 2025 STAAR Reading Assessment, meaning nearly half of the students did not meet even the minimum proficiency benchmarks in reading. The proposed classroom library will directly benefit 48 fourth-grade students during the 2025–2026 school year. Through the use of leveled texts that support differentiated instruction, students will receive more personalized reading experiences—whether working in guided reading groups, practicing independently in class, or reading at home. This approach will ensure that every student has access to books that are matched to their current reading level, helping them progress steadily and confidently. At home, students will be provided with tools such as reading logs, book bags, and optional family reading resources, helping to reinforce the reading habits and skills they are developing during the school day. By creating a consistent connection between classroom learning and home practice, this project aims to improve reading fluency, comprehension, and engagement—ultimately increasing student achievement on future assessments like the STAAR.
The classroom library is also designed with long-term impact in mind. Most materials will be reusable year after year, with only occasional needs for replacements or supplemental items. This ensures sustainability while maximizing the investment in student learning. Over time, hundreds of students will benefit from this resource. Without timely and targeted intervention, students who are already behind in reading will continue to fall further behind, impacting their performance in middle school and beyond. “Books Beyond the Bell” offers an immediate, practical, and research-based solution to a pressing academic need. In summary, this project addresses a critical literacy gap among 4th grade students at Barrett Elementary, offering both immediate support and long-term benefits through the creation of an inclusive, sustainable classroom library. By equipping students with the tools and opportunities they need to become successful readers, we are investing in their academic future and long-term success.
At Barrett Elementary School in Crosby, Texas, a significant number of fourth-grade students are currently struggling to meet critical reading benchmarks. In the 2025 STAAR Reading assessment, only 25 out of 48 students met the “Approaches Grade Level” standard, highlighting an urgent need to improve literacy outcomes for nearly half of the class. This challenge is further compounded by the fact that 63% of students at Barrett come from economically disadvantaged backgrounds, many of whom lack access to sufficient reading materials and support at home. The “Books Beyond the Bell” project aims to address this need by establishing a guided reading library that serves as both an in-class and take-home resource to improve reading fluency, comprehension, and student confidence. The project’s core strategy involves acquiring a robust collection of leveled books—at least 300 carefully selected titles—that span a wide range of reading levels and interests. These books will be organized within the classroom to support differentiated instruction and easy student access. The goal is to create a learning environment where all students, regardless of their current reading ability, have the opportunity to engage with texts that challenge and motivate them. To ensure that progress is measurable and aligned with students’ individual needs, regular assessments such as running records and comprehension checks will be conducted throughout the school year. This project’s activities extend beyond just providing books. Guided reading instruction will focus on fluency, decoding strategies, vocabulary development, and comprehension, all within small, targeted groups tailored to each student’s current reading level. To support reading at home, students will receive personalized book bags and reading logs, encouraging families to engage in their child’s literacy journey. Optional family resources will also be provided to equip caregivers with practical ways to support reading development.
The approach taken by “Books Beyond the Bell” is firmly grounded in educational research. According to the National Reading Panel (2000), guided reading and differentiated text selection are essential strategies for improving reading outcomes, especially for struggling readers. Additionally, studies by Allington and McGill-Franzen (2013) have demonstrated that access to books during and beyond the school day significantly contributes to reading growth. The project directly addresses barriers faced by economically disadvantaged students, providing equitable access to literacy resources critical for academic success. Moreover, the initiative aligns closely with Barrett Elementary’s campus improvement plan and Crosby Independent School District’s mission to personalize learning and provide equitable opportunities. By integrating classroom instruction with home reading support, the project fosters a comprehensive learning ecosystem that empowers students and families alike. This alignment ensures that the project not only meets immediate academic needs but also supports long-term district goals for student achievement and engagement. Sustainability is a key consideration in the project’s design. The majority of purchased books and materials will be durable and reusable for multiple years, minimizing recurring costs. The teacher will maintain the library’s organization and condition, replacing items only as necessary through school funds, local donations, or additional grants. This creates a lasting resource that will benefit future cohorts of students beyond the initial grant period. In conclusion, “Books Beyond the Bell” offers a practical, research-based solution to improve literacy outcomes for fourth-grade students facing significant challenges. By providing structured access to leveled texts, targeted guided reading instruction, and take-home practice opportunities, this project will empower students to develop the reading skills essential for academic success. With clear, measurable goals and a sustainable model, the initiative promises to make a meaningful, long-lasting impact on student learning and confidence.
At Barrett Elementary School in Crosby, Texas, a significant number of students are struggling to meet foundational literacy milestones. This project seeks to directly address the urgent need for targeted reading intervention by creating a guided reading library that will support both in-class instruction and at-home practice for 4th grade students. Currently, only 25 out of 48 students in this grade level met the “Approaches Grade Level” standard on the 2025 STAAR Reading Assessment, meaning nearly half of the students did not meet even the minimum proficiency benchmarks in reading. The proposed classroom library will directly benefit 48 fourth-grade students during the 2025–2026 school year. Through the use of leveled texts that support differentiated instruction, students will receive more personalized reading experiences—whether working in guided reading groups, practicing independently in class, or reading at home. This approach will ensure that every student has access to books that are matched to their current reading level, helping them progress steadily and confidently. At home, students will be provided with tools such as reading logs, book bags, and optional family reading resources, helping to reinforce the reading habits and skills they are developing during the school day. By creating a consistent connection between classroom learning and home practice, this project aims to improve reading fluency, comprehension, and engagement—ultimately increasing student achievement on future assessments like the STAAR.
The classroom library is also designed with long-term impact in mind. Most materials will be reusable year after year, with only occasional needs for replacements or supplemental items. This ensures sustainability while maximizing the investment in student learning. Over time, hundreds of students will benefit from this resource. Without timely and targeted intervention, students who are already behind in reading will continue to fall further behind, impacting their performance in middle school and beyond. “Books Beyond the Bell” offers an immediate, practical, and research-based solution to a pressing academic need. In summary, this project addresses a critical literacy gap among 4th grade students at Barrett Elementary, offering both immediate support and long-term benefits through the creation of an inclusive, sustainable classroom library. By equipping students with the tools and opportunities they need to become successful readers, we are investing in their academic future and long-term success.
At Barrett Elementary School in Crosby, Texas, a significant number of fourth-grade students are currently struggling to meet critical reading benchmarks. In the 2025 STAAR Reading assessment, only 25 out of 48 students met the “Approaches Grade Level” standard, highlighting an urgent need to improve literacy outcomes for nearly half of the class. This challenge is further compounded by the fact that 63% of students at Barrett come from economically disadvantaged backgrounds, many of whom lack access to sufficient reading materials and support at home. The “Books Beyond the Bell” project aims to address this need by establishing a guided reading library that serves as both an in-class and take-home resource to improve reading fluency, comprehension, and student confidence. The project’s core strategy involves acquiring a robust collection of leveled books—at least 300 carefully selected titles—that span a wide range of reading levels and interests. These books will be organized within the classroom to support differentiated instruction and easy student access. The goal is to create a learning environment where all students, regardless of their current reading ability, have the opportunity to engage with texts that challenge and motivate them. To ensure that progress is measurable and aligned with students’ individual needs, regular assessments such as running records and comprehension checks will be conducted throughout the school year. This project’s activities extend beyond just providing books. Guided reading instruction will focus on fluency, decoding strategies, vocabulary development, and comprehension, all within small, targeted groups tailored to each student’s current reading level. To support reading at home, students will receive personalized book bags and reading logs, encouraging families to engage in their child’s literacy journey. Optional family resources will also be provided to equip caregivers with practical ways to support reading development.
The approach taken by “Books Beyond the Bell” is firmly grounded in educational research. According to the National Reading Panel (2000), guided reading and differentiated text selection are essential strategies for improving reading outcomes, especially for struggling readers. Additionally, studies by Allington and McGill-Franzen (2013) have demonstrated that access to books during and beyond the school day significantly contributes to reading growth. The project directly addresses barriers faced by economically disadvantaged students, providing equitable access to literacy resources critical for academic success. Moreover, the initiative aligns closely with Barrett Elementary’s campus improvement plan and Crosby Independent School District’s mission to personalize learning and provide equitable opportunities. By integrating classroom instruction with home reading support, the project fosters a comprehensive learning ecosystem that empowers students and families alike. This alignment ensures that the project not only meets immediate academic needs but also supports long-term district goals for student achievement and engagement. Sustainability is a key consideration in the project’s design. The majority of purchased books and materials will be durable and reusable for multiple years, minimizing recurring costs. The teacher will maintain the library’s organization and condition, replacing items only as necessary through school funds, local donations, or additional grants. This creates a lasting resource that will benefit future cohorts of students beyond the initial grant period. In conclusion, “Books Beyond the Bell” offers a practical, research-based solution to improve literacy outcomes for fourth-grade students facing significant challenges. By providing structured access to leveled texts, targeted guided reading instruction, and take-home practice opportunities, this project will empower students to develop the reading skills essential for academic success. With clear, measurable goals and a sustainable model, the initiative promises to make a meaningful, long-lasting impact on student learning and confidence.
Time left to bid
9
days
18
hours
9
minutes
35
seconds
$1,500
Value:
priceless