Our project aims to enhance early literacy by providing Heggerty phonemic awareness intervention tools to students in need. These tools will support the development of critical phonemic awareness skills, laying a strong foundation for reading success. By equipping educators with effective resources, we strive to improve reading proficiency and overall academic achievement among our students. If funded, this initiative will empower young learners to achieve their full potential and foster a lifelong love of reading.

The primary need at Charles. R. Drew Elementary School is to improve phonemic awareness among young learners, a foundational skill crucial for reading proficiency. Reading proficiency is critical for academic success, yet many students at Drew Elementary struggle with basic literacy skills. Data from the most recent state assessments reveal that a significant percentage of students are not meeting grade-level expectations in reading. This deficiency in reading skills is a barrier to learning across all subjects and contributes to long-term academic challenges. The project will target the entire student population, particularly focusing on those at risk of academic failure due to economic disadvantages and language barriers. By introducing Heggerty's Phonemic Awareness curriculum, the school aims to bridge the literacy gap, enhance reading skills, and foster a more inclusive learning environment. The program will benefit all students, with a particular emphasis on the 71.7% at-risk students and the 33.1% with limited English proficiency. At present, Charles R. Drew Elementary School is struggling to meet the academic needs of its diverse student population. The low reading proficiency levels and high rates of absenteeism indicate a critical need for intervention. The Heggerty Phonemic Awareness program offers a research-based solution to these challenges. By systematically improving phonemic awareness, the program will help students develop the skills necessary for reading success, leading to better academic outcomes across all subjects. Implementing this program will provide teachers with the tools and resources needed to deliver effective literacy instruction. The structured nature of the Heggerty curriculum ensures that all students, regardless of their background or starting point, receive consistent and high-quality instruction. This will help close the literacy gap and set students on a path to long-term academic success.

To address these challenges, we propose implementing the Heggerty Phonemic Awareness program across all K-3 classrooms at Drew Elementary. This project aims to meet Specific, Measurable, Achievable, Realistic, and Time-bound (SMART) objectives. Specifically, we will implement the Heggerty program and train all K-3 teachers on its effective use. Our measurable goals include a 15% increase in students meeting grade-level reading expectations and a 10% reduction in chronic absenteeism by the end of the academic year. These goals are achievable through comprehensive teacher training and the purchase of Heggerty curriculum materials, funded by the grant. The program is realistic, given the commitment of the school administration and staff to improving literacy outcomes, and time-bound, with teacher training to be completed before the start of the academic year and quarterly assessments to monitor progress. The project includes several key activities: professional development workshops for teachers, the purchase and distribution of Heggerty curriculum materials, and ongoing support and monitoring. Teacher training will take place during the summer to ensure readiness for implementation. Daily lessons, each lasting 10-12 minutes, will provide consistent, systematic instruction in phonemic awareness. We will establish a support system for teachers, including regular check-ins and collaborative planning sessions, and conduct quarterly assessments to track student progress. The Heggerty Phonemic Awareness program is expected to significantly impact student learning by improving phonemic awareness, a foundational skill for reading success. By enhancing students' decoding abilities and reading fluency, the program will lead to higher overall reading proficiency. All 534 students in K-3 will benefit directly from this program, particularly those who are economically disadvantaged, at risk, or have limited English proficiency. Improved reading outcomes will positively impact performance across all subjects and contribute to a more engaging and supportive learning environment. This project aligns with Crosby ISD’s mission to personalize learning and ensure that all students reach their full potential. It addresses the specific literacy needs of our diverse student population and supports the campus plan's focus on improving reading proficiency and reducing achievement gaps. Research supports the importance of phonemic awareness in early literacy development. The Heggerty program, based on systematic and evidence-based instruction, has been shown to be effective in diverse educational settings, improving reading and spelling skills, and achieving long-term academic success (National Reading Panel, 2000; Ehri et al., 2001). In conclusion, implementing the Heggerty Phonemic Awareness program at Charles R. Drew Elementary is a targeted, research-based approach to addressing the critical literacy needs of our students. By setting SMART objectives, providing comprehensive teacher training, and systematically implementing the curriculum, we aim to significantly improve reading proficiency and overall academic outcomes. This project will have a lasting positive impact on student learning and support the district’s mission of personalizing education for all learners.