Trimmier Elementary

Email: beckie.avery@killeenisd.org

Website: https://tx02205734.schoolwires.net/Trimmier

Location: 4400 Success Drive, Killeen, TX 76542
Phone: 254-336-2270
Facebook: https://www.facebook.com/trimmierES

Enrollment: 719

Special Education: 17.6%

At Risk: 75.2%

English Language Learners/Bilingual: 75.3%

Gifted/Talented: 2.1%

Economically Disadvantage: 88.2%

McKinney-Vento: 1.8%

Military: 9.25%

Foster: .01%

Mobility: 18.9%

Immigrant: .9%

The Trimmier Elementary student population reflects high needs in the areas of language acquisition, economic disadvantage, and at-risk indicators; therefore, the school counseling program is intentionally designed to provide targeted academic, social-emotional, and behavioral supports to reduce barriers and promote student success.

The Trimmier Elementary student population reflects high needs in the areas of language acquisition, economic disadvantage, and at-risk indicators; therefore, the school counseling program is intentionally designed to provide targeted academic, social-emotional, and behavioral supports to reduce barriers and promote student success.

2022 - No Place for Hate Recognition

2023 - No Place for Hate Recognition

2024 - No Place for Hate Recognition

2025 - No Place for Hate Recognition

Beginning of the year Brochure

Gigi Alvarez- School Counselor

Myesha Tillis - Social Emotional Learning Counselor

Mayda Bonilla - Administrator

Bethany Clifford - Teacher

Margarito Alvarez- Parent

Martrisha Rodriguez- Community Member

Roman Amory- Student

Fall - 10/29/2025

Spring - 01/09/2026

Organizing

• The Counseling Advisory Committee includes counselors, staff, parents, students, and community representatives.
• Its purpose is to ensure a Comprehensive School Counseling Program meets campus-specific academic, social, and emotional needs.
• The committee reviews campus data, program goals, and stakeholder input to guide program planning.

Planning

• Counselors present program plans for initiatives including Freedom Walk, Red Ribbon Week, No Place for Hate, SEL guidance lessons, and Student Council activities.
• Campus data (SCUTA, discipline, attendance, academic performance, and surveys) is analyzed to prioritize needs.
• Tier 1, Tier 2, and Tier 3 interventions are proposed and reviewed to meet individual and school-wide needs.

Designing

• Programs and interventions are collaboratively designed with the Advisory Council to target identified student needs.
• SEL lessons, small group counseling, and school-wide initiatives are structured to support social-emotional growth.
• Referral processes to TCHATT and outside agencies are outlined to provide additional supports when necessary.

Implementing

• Counseling activities are carried out throughout the year, including Freedom Walk, Red Ribbon Week, No Place for Hate, SEL lessons, and Student Council activities.
• Tier 2 and Tier 3 supports, such as small group and individual counseling, are delivered based on data-driven student needs.
• Counselors collaborate with staff and families to ensure program effectiveness and accessibility.

Evaluating

• Outcome data (attendance, discipline, academic performance, participation) is reviewed regularly to measure program effectiveness.
• Stakeholder feedback from the Advisory Council and administration is used to adjust programs for continuous improvement.
• This cycle ensures the counseling program remains responsive, data-driven, and aligned with campus-specific student needs.

Annual Program Plan

Copy of completed CREST application signature page

The mission of the Killeen Independent School District Guidance Program is to advocate, support, collaborate and build relationships to empower all students to acquire academic, career, personal, and social competencies to make every student future ready.

Trimmier Elementary Counseling Department Mission Statement

The Trimmier Elementary Counseling Program aligns with the district mission while focusing specifically on the unique academic, social-emotional, and behavioral needs of our campus population: to advocate, support, collaborate, and build relationships that empower all students to acquire competencies needed for future readiness.

Definition
The Trimmier Elementary Comprehensive School Counseling Program is a collaborative, data-driven program provided by school counselors and staff in partnership with families, teachers, and community stakeholders. The program supports students’ academic, social-emotional, and behavioral development while fostering equitable access to resources and opportunities that encourage growth into well-rounded individuals.

Rationale
The program empowers students to develop problem-solving, interpersonal, and intrapersonal skills, while enhancing personal health and safety awareness. Data from discipline, attendance, academic performance, and social-emotional surveys guide the development of targeted interventions. This ensures that students receive the appropriate level of support to overcome barriers and thrive academically and personally.

Assumptions

• All students have equitable access to counseling services and resources.
• Collaboration among counselors, staff, families, and community stakeholders is essential.
• Parents and community members participate actively via the Counseling Advisory Council.
• Data-driven decision-making guides allocation of counseling services and program development.
• Positive school climate initiatives, including Capturing Kids’ Hearts, foster student growth.
• Administrative support ensures resources, professional development, and a safe learning environment.
• Regular communication through newsletters and outreach strengthens program engagement.
• Campus needs assessments identify priorities for services and interventions.

Developing Program Goals
SMART goals are developed using a systematic, data-driven process. Counselors analyze PEIMS data, attendance, discipline, academic results, and feedback from student, staff, and parent surveys. Identified trends and gaps guide goal creation, which is then reviewed and approved by the Counseling Advisory Council to ensure alignment with campus needs and stakeholder input.

Evaluating the Program
Program effectiveness is evaluated continuously using multiple data points, including attendance, discipline, academic performance, and outcomes from counseling interventions and programs. Stakeholder feedback from the Advisory Council and administration informs program adjustments. This ongoing evaluation ensures the program remains responsive, effective, and aligned with the evolving needs of Trimmier Elementary students.

Copy of campus program’s mission statement

Examples of Needs Assessment

The school counseling program's planning, implementation, and evaluation are essential components of a successful academic year for students. After the surveys were completed by students, staff, and parents, SMART goals were established. In addition to employing a school survey, data from the Public Education Information Management System (PEIMS), campus improvement plan, and discipline data were employed to address the social-emotional requirements of students. Counselors will propose the SMART goal to the CAC for final approval.

Trimmier counselors will monitor and evaluate each SMART objective that was established throughout the academic year. The re-evaluation procedure involves the examination of data and trends that were identified through the surveys. Furthermore, the effectiveness of the implementation of each SMART objective for the counseling program is assessed by considering feedback from the CAC and school administrators. The Campus Improvement Plan (CIP), discipline data, and attendance data are employed by counselors to evaluate the success of the counseling program.

1. Individual Planning
Goal: Support 5th grade students in academic success and middle school transition.
Activities:

• One-on-one meetings to set personal and academic goals using individual data.
• Progress check-ins as needed.
• Middle School Orientation and STEM program assemblies.

2. Guidance
Goal: Promote SEL and character development for all grade levels.
Activities:

• Monthly SEL and character trait lessons (Capturing Kids’ Hearts).
• Bulletin boards, newsletters, and announcements highlighting monthly focus.
• Red Ribbon Week and Kindness Challenges.
• Career exploration activities and Student Council service projects.

3. Responsive Services
Goal: Address immediate student and family needs through timely interventions.
Activities:

• Needs assessments for students, staff, and parents.
• RTI/MTSS data-informed interventions.
• Access to community resources and multiple communication channels (QR codes, surveys, email).
• Daily student check-ins and Youth Sponsorship Program support for new students.

4. System Support
Goal: Foster positive school climate and staff/student well-being.
Activities:

• No Place for Hate initiatives.
• Mindfulness moments, affirmations, and monthly staff events.
• Family engagement events and themed dress calendars.
• IMPACT Mentor Program and Military School Liaison collaboration.
• Attendance awards and recognition programs.

Note: All service components are aligned to SMART goals and campus-specific data.

One student outcome from any of the four components accompanied by a data visualization demonstrating the impact of the activity on student outcomes.

Yearly campus counseling department calendar of activities.

Social-emotional learning (SEL) and Capturing Kids’ Hearts character education are integral components of the counseling program. SEL equips students with skills to understand and manage emotions, show empathy, establish positive peer relationships, and make responsible decisions. Character education emphasizes integrity, responsibility, and respect.

During the 2024–2025 academic year, discipline and survey data indicated gaps in these skills. Counselors implemented Tier 1 guidance lessons, customized SEL lessons, and morning arrival check-ins to proactively address student needs. As a result, students demonstrated improved engagement, relationship-building skills, and positive behavior throughout the school day.

An example of a lesson plan, activity, or instructional unit aligned to one or more student competencies within the selected content area. Your artifact should include Content Area, Student Competency and Goal as outlined in the Texas Model.

An example of how you evaluated the learning outcomes of your lesson plan, activity, or instructional unit based on students’ knowledge, skills and/or social emotional awareness. This may include pre/post survey data, student reflections, out come data, or completion rates (ie. FAFSA, Endorsements).