This practitioner article presents a data-driven phonemic awareness intervention model designed for K-2 students in a rural Title 1 elementary school. The purpose of the project was to address foundational reading gaps among early learners, particularly in communities with limited preschool access, low graduation rates, and minimal family-school academic engagement. Drawing from graduate coursework in early intervention, instructional design, and data-informed teaching, the author developed and implemented the Phonemic Awareness Boost Program--a structured, small-group instructional model emphasizing sound isolation, blending, segmenting, and manipulation. The intervention was delivered four times per week in 20-minute sessions and incorporated movement-based routines, auditory games, and weekly progress-monitoring tools such as the Phonological Awareness Skills Test (PAST) and Elkonin box activities. Results showed that over 80% of participating students demonstrated measurable growth in phonemic awareness, with many advancing at least one instructional level. One student, Nikoli, progressed from below benchmark to grade-level expectations, illustrating the program's transformative potential. This article contributes a replicable framework for early reading intervention in under-resourced schools and highlights the importance of timely, targeted support. It also reflects the author's professional growth as a data-literate, student-centered educator committed to equity and early literacy success.