Faldyn Elementary

Name: Russell and Cindie Faldyn Elementary (RCFE)

District: Katy ISD

Location: 25615 Clay Road, Katy, Tx 77493

Katy ISD Website: https://rcfe.katyisd.org/

RCFE Counselor's Corner: The Counselor's Corner

Social Media: @FaldynFoxes

Mascot: Foxes

Established: 2023

Nestled in the rapidly growing northwest quadrant of the district, Russell and Cindie Faldyn Elementary School opened its doors in August 2023, bringing enrollment relief to five neighboring campuses. Our first year was a journey of building a campus culture and community. Each year following our inaugural year has brought a stronger sense of cohesiveness.

Enrollment: 1,265

504: 15 (1%)

Special Education: 318 (25 %)

At-Risk: 775 (61%)

English Language Learner: 406 (32%)

Gifted/Talented: 34 (2.7%)

Economically Disadvantaged: 761 (60%)

McKinney-Vento: 21 (1.7%)

Principal: Kathryn Leeper

Assistant Principals: Rebecca Sustaita, Brittney Merz, LaSaundra Oliver

Instuctional Coaches/Instructional Coordinators: Jaime Pyle, Christina Mitchell, Jill Solberg

Counselors: Christy Magana, Libby Byrd, Korina Leal

Ms. Kathryn Leeper

Ms. Leeper has nearly 20 years of experience in education, serving as a classroom teacher and in several leadership positions, including campus and district administrator. She has extensive experience leading professional development, coaching educators to reach their full potential and employing student data to affect change.

Russell and Cindie Faldyn are the proud namesakes of our school. The Faldyns have been a fixture in the Katy ISD school community for as long as most can remember. They have contributed a combined 66 years of service to supporting public education. Mr. and Mrs. Faldyn are visible and active around the campus and schoolwide events. They teach us all to "Bloom where you are planted!"

In the fall of 2023, Ms. Christy Magana opened Faldyn Elementary with the exciting opportunity to establish and lay the groundwork for the campus’s comprehensive school counseling program.

In the fall of 2024, Mrs. Libby Byrd joined the counseling team to support the growing campus. Before the end of the school year, Mrs. Byrd stepped into a new role as Haskett Junior High’s Campus Support Counselor.

In the spring of 2025, Ms. Korina Leal was welcomed to the counseling team to continue to provide support for our students, staff and families.

School Counselor (Pre-K, Kindergarten, 1st Grade, 2nd Grade)

E-mail: crystalhmagana@katyisd.org

Phone: (281)-234-2931

Master's in Education - School Counseling

TCA Member

Certified Mental Health Specialist

Counselor Advisory Committee Member

At-Risk Coordinator Backup

SEL Committee Leader

District SEL Workgroup Member

MTSS-B/PBIS Chair

Kindness Crew Sponsor

School Counselor (3rd Grade, 4th Grade, 5th Grade)

E-mail: korinajleal@katyisd.org

Phone: (281)-234-2981

Master's in Education - School Counseling

TCA Member

Counselor Advisory Committee Member

MTSS-B/PBIS Chair

KEYS Mentor Liaison

Kindness Crew Sponsor

Faldyn school counselors support students’ personal, social, and academic growth, helping them become responsible citizens. At the start of each school year, their role is shared with staff, parents, and students. Ms. Magana and Ms. Leal provide staff development and send brochures home in August. Each classroom receives a slideshow within the first two weeks of school, guiding students on how to request a visit with their grade-level counselor. Counselors also maintain a Counselor Corner in the weekly staff newsletter, parent newsletter and campus website to keep all stakeholders informed.

Ms. Leal and Ms. Magana are integral members of the Faldyn Elementary Leadership Team. They are responsible for planning and implementing schoolwide initiatives that enhance the social, emotional, and academic development of all students.

Ms. Leal and Ms. Magana participate in weekly leadership team meetings to discuss current trends in student needs, advocating for their school counseling program, plan counseling events, and collaborate on campus and district data relevant to the program. They also serve on schoolwide committees to collaborate with staff on the overall well-being of all students.

This brochure is sent home with every student at the beginning of the year to introduce the school counselors to parents and students, to provide an overview of the role of the school counselors, and to provide an outline of the school counseling program menu of services at Faldyn Elementary. Ms. Magana and Ms. Leal's QR codes are included for students to have access to request a visit while at home. Access to the schoolwide virtual calm down corner is also included in the brochure to promote and encourage positive coping strategies at home.

Our Counseling Advisory Council (CAC) was established following Ms. Magana and Mrs. Byrd’s attendance at the Texas School Counselor Association (TSCA) conference in February. Inspired by the conference’s emphasis on aligning counseling programs with the CREST award criteria and the Texas Model, they initiated the formation of the CAC to enhance strategic planning and program development at Faldyn.

Members included:

• Kathryn Leeper, Principal
• Christy Magana, School Counselor/Parent
• Korina Leal, School Counselor
• Jillian Solberg, Instructional Coordinator
• Jaime Pyle, Instructional Coach/Parent
• Amy Buege, Teacher
• Chandler Ortiz, Teacher
• Gerzalle Blanks, Teacher
• Monika Murray, Parent/Community Member
• Charlie Murray, Parent/Community Member
• Jace Pontius, Student

During the 2024–2025 school year, the CAC convened three times—in March, April, and May—with the intention of establishing a more consistent and strategic meeting schedule for the following year.

Meeting topics included:

• Reviewing the Texas Model for Comprehensive School Counseling Programs
• Exploring the CREST application process and its alignment with our program goals
• Evaluating the current counseling program at Faldyn Elementary
• Analyzing data and survey results from the previous school year
• Designing and distributing feedback surveys to stakeholders
• Reviewing collected feedback to identify areas of strength and growth
• Setting actionable goals for the upcoming school year

These foundational efforts have positioned our CAC to support a data-driven, student-centered counseling program that reflects best practices and continuous improvement.

Organizing

Our CAC was formed to review the Faldyn counseling program. Members were strategically selected to include a variety of stakeholders representing the campus as a whole.

Planning

We reviewed data from the previous school year, including a staff feedback survey from the end of the 23-24 school year and a student safety survey from the spring of 2024.

Based on staff and student feedback, one of our program goals for the 2024-25 school year was to increase student sense of safety.

Key components of this goal that were implemented included:

• Implementing Social Emotional Learning (SEL): creating an SEL committee, making RethinkED SEL lessons easier to implement and navigate, including the SEL skill of the week and character trait of the month on the daily schoolwide announcements.

• Focusing on restorative practices: training staff on Calm Down Corners, providing every classroom with a calm down kit with fidget tools and calming strategy visuals, training staff on the use of community circles.
• Creating a campus culture of kindness: we formed Faldyn's first Kindness Crew, which consisted of 4th and 5th grade students with the mission to spread awareness of kindness around our campus by leading campus-wide initiatives for students, staff and the community. We also taught guidance curriculum lessons about anti-bullying, kindness and empathy.

To effectively manage and monitor the school counseling program at Faldyn, an annual program plan was developed prior to the start of the school year. This plan was strategically designed based on assessed student and school-wide needs, aligning with clearly defined program goals. It serves as a roadmap for delivering targeted interventions, tracking progress, and ensuring accountability throughout the academic year.

The school counseling program was evaluated in our last CAC meeting using survey results from student, staff and parent feedback. Results from the 2025 Student Safety Survey were also analyzed to determine the efficacy of program efforts and to determine changes to be made.

Our school counseling program at Faldyn Elementary empowers students socially, emotionally, and academically through direct and indirect services. Grounded in the four components of a comprehrensive school counseling program: guidance curriculum, individual planning, responsive services, and system support, we tailor our approach to meet the unique needs of every student, our school, and the broader community.

The comprehensive school counseling program at Faldyn Elementary is grounded in the Texas Model. This model provides a framework for delivering equitable, data-informed services that promote academic achievement, career readiness, and personal/social development for all students.

Our program is built on four key components:

• Guidance Curriculum: We deliver structured lessons that help students develop essential skills in decision-making, interpersonal communication, and responsible behavior.

• Individual Planning: We support students in setting and achieving academic and career goals through personalized planning and progress monitoring.

• Responsive Services: We provide timely support for students facing personal challenges, crises, or immediate needs, ensuring their well-being and safety.

• System Support: We collaborate with educators, families, and community stakeholders to create a safe, inclusive, and supportive learning environment.

By implementing each component with fidelity, our counseling program ensures that all students receive the support they need to thrive. We use campus-specific data to guide our services, advocate for student success, and align with state standards and legal requirements. Our counselors serve as leaders and change agents, promoting equity and access for every learner.

The comprehensive school counseling program at Faldyn Elementary is based on the following assumptions:

• All students have the ability to learn and succeed
  Every student is capable of growth and achievement when provided with appropriate support and opportunities.
  

• School counseling programs are essential to student development
  A comprehensive counseling program promotes social, emotional and academic development for all students.
  

• Counselors are leaders and advocates
  Professional school counselors serve as leaders in promoting equity, access, and success for every student.
  

• Programs must be data-informed and results-driven
  Effective counseling programs use data to identify student needs, set goals, and evaluate outcomes.
  

• Collaboration enhances impact
  School counselors work in partnership with families, educators, and community members to support student success.
  

• All students deserve equitable access to services
  Counseling programs are designed to be inclusive and responsive to the diverse needs of students.
  

• Counseling services should be proactive and preventive
  Programs emphasize early intervention and skill-building to reduce barriers to learning.
  

• Ethical and legal standards guide practice
  School counselors adhere to professional ethics and comply with state and federal laws to ensure student safety and confidentiality.
  

The development of our program goals was based largely on our campus needs assessment from our staff and the district student safety survey. Each goal was aligned to one of the four components within the program model. There was a goal based on guidance curriculum, individual planning, responsive services, and system support. These were developed based on various data points including the student safety survey, feedback from our end of year survey, as well as campus academic and behavior data.

The goals of the comprehensive school counseling program at Faldyn were developed through a collaborative and data-informed process. To ensure our goals were both relevant and impactful, we incorporated multiple data sources, including:

• Student safety survey findings
• End-of-year staff feedback
• Academic performance and behavior data indicated in our campus CIP

This comprehensive approach ensures that our counseling program is responsive to the unique needs of our students, supports whole-child development, and contributes meaningfully to our school’s overall success.

Description:

This component involves large and small group instruction and activities designed to help students develop essential skills for their academic, personal, and social growth.

SMART Goal:
By May 2025, Faldyn school counselors will deliver four guidance lessons to every classroom, ensuring consistent support for students’ personal, social, and academic development, as measured by lesson completion logs and teacher feedback.

Activities:

• Classroom guidance lessons (4 per grade level), topics included: bullying prevention, conflict resolution, kindness, empathy and growth mindset
• Small group lessons (4 per grade level), topics included: social skills, friendship, self-regulation, and testing worries
• PALS mentoring program
• Purposeful People character building curriculum (monthly calendars, monthly bulletin board, announcements, student awards)
• Rethink Ed SEL curriculum (monthly scope and sequence, SEL committee, weekly slideshows, announcements, staff incentives for usage)
• 5th to 6th course selection and transition assemblies/presentations
• Kindness Crew for 4th and 5th grade

Description:

School counselors provide direct assistance to students as they plan, monitor, and manage their own academic, career, personal, and social development goals.

Goal:

By May 2025, the 5th grade counselor at Faldyn will ensure that all 5th grade students successfully complete their course selection by sharing relevant information with staff, students, and parents at least one week prior to the selection window, and conducting in-class lessons to guide students through the course input process, as measured by completion records and teacher feedback.

Activities:

• Credit by exam prep/administration/review
• GT appeal/review committee representative
• Coordinate annual Student Safety Survey for 4th and 5th grades, review result data
• 5th to 6th grade course transition and course selection process
• 5th grade President's Awards

Description:

School counselors provide support when a student's immediate needs or problems could hinder their academic, personal, or social development.

Goal:
By May 2025, Faldyn counselors will support the schoolwide implementation of calm down corners to promote self-regulation in every classroom by providing staff training on effective use, and allocating counseling budget funds to purchase calm down kits and visuals for each room, as measured by training attendance records and distribution logs.

Activities:

• Individual counseling sessions with QR codes for students to self-refer

• Train staff on how to implement calm down corners in the classroom to promote and encourage students to self-regulate within the classroom
  

• Crisis intervention and response

• Staff training on responding to suicidal ideation, threats to others, child abuse reporting

• Coordinating community donations and referrals for families in need (school supplies, clothing, gift assistance, food assistance)

• McKinney Vento services coordination

• PBIS committee member to promote schoolwide positive behavior

• MTSS-B collaborations to strategize positive support interventions

• 504 committee representative to advocate on behalf of the student

Description:

This component focuses on activities that support the overall school counseling program itself and include collaborations with staff, families, and the broader community to promote student development.

Goal:

By May 2025, Faldyn counselors will support the campus-wide implementation of Rethink Ed for SEL during community circles by providing staff training, forming an SEL committee, and linking weekly lessons to a shared slideshow for ease of access, as measured by staff participation, committee meeting records, and lesson usage analytics.

Activities:

• At-Risk coordinator backup

• KEYS mentoring coordinator

• Red Ribbon Week coordinator

• PALS coordinator

• District Counseling Toolbox meetings

• Counseling PLC collaboration

• Texas School Counseling Association professional learning conference attendee

• Faldyn Leadership Team member

• Faldyn Instructional Leadership Team member

Texas law mandates school counselors spend at least 80% of their time on direct counseling duties: guidance curriculum, responsive services, individual planning, and system support. To ensure compliance, Faldyn counselors track their time daily using SCUTA, as required by district guidelines and TEA reporting standards. We use this data to evaluate how our time is allocated, stay accountable, and make adjustments to better support student needs.

At Faldyn Elementary, our counseling team is dedicated to creating a safe and supportive school environment.

Throughout the 2024–2025 school year, we focused on:

• Cultivating a climate of kindness (Kindness Crew, classroom lessons)

• Teaching self-regulation strategies (calm down corners, small groups)

• Equipping students with conflict resolution skills (classroom lessons, small groups)

These efforts aimed to reduce inappropriate peer interactions and empower students to build respectful, positive relationships, ultimately strengthening their sense of safety and belonging at school. Based on the district’s student safety survey conducted in March 2025 among our 4th and 5th grade students, there was a measurable increase in students’ overall sense of safety on campus.

Collaboration with Parents:

Faldyn counselors facilitated a six-week Parenting with Love and Logic series to empower families with positive parenting strategies that enhance student success. This collaborative effort aimed to strengthen the social and emotional well-being of students by equipping parents with practical tools to support their children at home. Through engaging sessions and open dialogue, the program fostered stronger school-home connections and reinforced the shared commitment to nurturing resilient, confident learners.

Collaboration with Community Partners:

Faldyn gained the Title 1 campus designation in the 24-25 school, recognizing an even stronger need to collaborate with community partners to support families. Faldyn counselors partnered with local business partner, Price Gregory International, to coordinate a school supply drive benefiting our students. This collaboration reflects our shared commitment to supporting student success by ensuring every child has access to the tools they need to thrive. Through generous donations and thoughtful coordination, the drive helped equip classrooms and ease the burden on families, reinforcing the power of community in education.

Through classroom guidance lessons, small group counseling lessons, and schoolwide activities, the comprehensive school counseling program at Faldyn addresses the scope and sequences in four student competency areas to ensure that all students develop the knowledge and skills they need to enhance their educational, career, personal, and social development.

These four content areas include:

1. Intrapersonal Effectiveness: helping students understand and manage themselves

• Counselors provided small group counseling on: Social Skills, Friendship, Self-Esteem

2. Interpersonal Effectiveness: building respectful relationships and positive interactions

• Counselors provided classroom guidance lessons on: Bullying Prevention, Conflict Resolution, Empathy, and Kindness

3. Postsecondary Planning & Career Readiness: Preparing students for future academic and career success

• Counselors provided classroom lessons on: Growth Mindset, Schoolinks course planning with 5th graders, provided small group instruction on: Goal Setting and Managing Testing Worries and implemented schoolwide initiatives: Think Ahead Thursdays to promote college and career awareness

4. Personal Health & Safety: Promoting student well-being and safety

• Counselors provided Senate Bill 9 lesson for 5th graders

Ms. Magana served on the district elementary counseling SEL workgroup to help create a database of lessons for district elementary counselors.

As part of our ongoing commitment to increasing students' sense of safety, our October guidance curriculum centered on: Interpersonal Effectiveness—a key content area designed to help students build respectful relationships and engage in positive peer interactions.

We aligned our lessons with Student Competency II.E.: Students develop healthy relationships, with a targeted emphasis on the following goals:

• II.E.i: Students will identify characteristics of healthy relationships.

• II.E.ii: Students will recognize signs of unhealthy relationships.

Through interactive discussions, role-playing scenarios, and reflective activities, students explored the dynamics of trust, communication, boundaries, and empathy. These lessons empowered students to:

• Distinguish between supportive and harmful behaviors in friendships and peer groups.

• Practice strategies for resolving conflict respectfully.

• Build awareness of how interpersonal choices impact their emotional safety and the well-being of others.

By equipping students with these tools, we aimed to cultivate a school culture where every student feels seen, respected, and safe.

In response to findings from the Spring 2023 District Student Safety Survey, which highlighted a need to strengthen students' sense of safety, the counselors at Faldyn designed targeted guidance lessons for October focused on Interpersonal Effectiveness. These lessons emphasized peaceful conflict resolution and respectful peer interactions, directly addressing concerns raised by 4th and 5th grade students.

Key components of the October guidance lesson included:

• Helping students identify healthy vs. unhealthy relationships.

• Teaching strategies to resolve conflicts peacefully.

• Encouraging students to seek help from trusted adults when facing bullying or unsafe situations.

To assess impact, we compared outcome data to the Spring 2024 Student Safety Survey. The results were encouraging:

• Increase in students reporting feeling safe at school.

• Increase in students reporting bullying to a trusted adult.

• Decrease in students experiencing bullying compared to the previous school year.

These improvements reflect the power of intentional, responsive instruction and underscore the importance of listening to student voices when shaping schoolwide initiatives.

The counselors at Faldyn maintain collaboration with teachers and campus leadership by communicating lesson topics and goals each time guidance lessons are delivered. This practice ensures alignment with student needs and promotes a campus-wide approach to student development.

We share monthly character traits with parents, along with strategies to reinforce these values at home. For the upcoming school year, we have identified a key area of growth: expanding collaboration with parents regarding our guidance curriculum.

To strengthen this connection, we will begin sharing:

• Lesson topics

• Guidance curriculum content areas

• Student competencies

• Specific goals for each lesson

These updates will be featured in our weekly parent newsletters and presented during Campus Advisory Council (CAC) meetings, ensuring families are informed, engaged, and equipped to support their children’s social-emotional learning beyond the classroom. By broadening our communication efforts, we aim to foster deeper family engagement and strengthen the collaborative network that supports every student’s growth and well-being.

The first step taken at the end of the 24-25 school to begin strengthening our stakeholder collaboration and planning process moving forward was to invite key stakeholders (staff, students, and parents) to participate in a needs assessment survey.

Staff Needs Assessment

Parent Needs Assessment

Student Needs Assessment