Welcome to The Principal’s Handbook, your go-to resource for principals looking to revamp their leadership approach and prioritize self-care. I’m Barb Flowers, a certified life coach with eight years of experience as an elementary principal. Each week, we dive into strategies for boosting mental resilience, managing time effectively, and nurturing overall wellness. From tackling daily challenges to maintaining a healthy work-life balance, we’ll navigate the complexities of school leadership together. Join me in fostering your sense of purpose as a principal and reigniting your passion for the job. This podcast is where your well-being is the top priority.

Welcome everyone! Today I’m excited to be here with Kate Anderson Foley. Kate, would you please introduce yourself and share a bit about your career in education?

Kate Anderson Foley: Thanks, Barb. I’ve been in public education for nearly 27 years, working at various levels — site-based, county, big city, state, and even some federal work. My expertise lies in school improvement, strategic planning, special education, and special education law. In late 2018, I started the Education Policy and Practice Group. We work with districts and principal leadership teams across states and internationally to ensure students receive the most ambitious outcomes possible.

Barb: That’s incredible work. Principals, policymakers, and educators all need as much support as possible to make informed decisions and real changes. Today I want to focus on special education, which is a huge topic with many systematic issues. Kate, based on your experience, what are some of the most significant gaps families and educators face in our current special education system?

Kate: Throughout my career, I’ve noticed a disconnect between Response to Intervention (RTI), Multi-Tiered System of Supports (MTSS), and special education. Both RTI and MTSS have been insufficient—this was true before the pandemic and even more so now. We’re seeing a significant increase in special education referrals—over half a million more students since before 2023, which is a huge number.

This is symptomatic of larger systemic issues. I developed what I call the “Double Helix System of Support,” which shifts the focus from identifying students to identifying interventions. Unlike the traditional tiered triangle, the double helix is non-directional and views all students on a continuum—from highest achievers to those with disabilities or language needs.

In this model, adults situate themselves comprehensively within the classroom and co-design ambitious, adaptive learning experiences that respond in real time. Unlike traditional RTI/MTSS cycles that require waiting periods, the double helix encourages immediate adjustment and responsiveness.

Three key components set this apart:

1. Clarity around what all learners are focusing on to ensure meaningful learning—not just “being taught.”

2. Inclusive design features, meaning students on IEPs can learn ambitious content, but may need different approaches or supports.

3. Shared accountability—no more “handing off” students to special ed or specialists. Instead, it’s a collective responsibility.

Barb: You brought up some great points—especially about focusing on the intervention itself. Early in my career, I saw teachers labeling students as “special ed” without data or prior interventions. We had to shift the conversation to, “What interventions have been tried? What’s the data?”

Also, I think many teachers don’t fully understand that intervention is teaching—it’s not just practicing facts or drills. It must include new strategies and skills. I love how your framework highlights that.

Kate: Absolutely. There’s so much money poured into schools, often through vendors promising quick fixes, but the real magic happens inside classrooms with teachers. Our role is to support teachers collaboratively, not blame them.

Collaborative team structures—whether called professional learning communities or teacher-based teams—are vital. We must integrate special education and general education in this collaboration. And a non-negotiable for me is high expectations for all staff and students.

Barb: Definitely. I also see a gap in teacher knowledge about special education. Many special ed teachers focus heavily on disability knowledge and IEP writing, but need more instructional strategies. And too often, once students are identified for special ed, they end up getting less support, not more.

Kate: Exactly. That’s why I advocate for seeing students first and foremost as learners with some complexities. Since the 2017 Endrew F. Supreme Court ruling, there’s a higher standard for free and appropriate public education. IEPs must be ambitious and data-driven, showing students grow at least a year within a year.

It requires comprehensive data use and continuous progress monitoring, with a focus on impactful instruction. The double helix system underpins a comprehensive improvement process, flipping the traditional disconnected top-down approach.

Barb: I agree. One big mistake with data is taking it personally instead of being curious. We need to approach data as a treasure hunt, not a witch hunt—always centered on students.

Kate: Right. We must accelerate what’s working and stop what isn’t, based on evidence. And the rapid rise in special education identification tells us something urgent is wrong in the system.

Barb: I always come back to the science of reading. Kids with dyslexia or other disabilities often just need explicit, targeted instruction to succeed—not necessarily an IEP. If we get the instruction right, many students thrive.

Kate: Yes, phonics and foundational literacy strategies are critical. When you see high schoolers struggling to read at a first-grade level, it’s clear we need to scaffold appropriately and make learning engaging.

Barb: Sadly, many students graduate high school without sufficient reading skills. I heard one reading coach say students need at least fifth- or sixth-grade reading levels to succeed in life. Passing students along without the skills is heartbreaking.

Kate: We owe it to students to graduate with a regular diploma, which opens doors for their future. Certificates of attendance often limit opportunities. I also believe in empowering parents—equipping them to be partners, not intimidated by jargon.

Barb: Yes, I remember working with a parent who became empowered by simply being involved, and her daughter’s reading soared. Engaged parents make a huge difference.

Kate: Empowering parents and creating inclusive teams is essential. For principals newer to special education, seek knowledge and support—whether through experts, courses, or coaching. I teach a special ed law course for aspiring leaders and do executive coaching to build confidence and skill.

Barb: That’s so important. Special education can be complex and risky legally, so having guidance is crucial. Reaching out for help and developing systems is key.

Kate: Inclusive education has evolved from the old model of bussing students away to separate schools, to true inclusion—students belonging in their neighborhood classrooms. But this requires overcoming fear and supporting teachers.

Barb: I remember having nearly 70% of my first graders on IEPs with very limited support, which wasn’t real inclusion. Co-teaching and collaborative models are what inclusion should look like.

Kate: Exactly. Inclusion isn’t just placing students together—it’s including adults working collaboratively, with shared responsibility and coaching cycles to support staff and students alike.

Barb: Engagement is also critical. We can’t just ban phones and expect learning to magically happen. Lessons must be engaging, relevant, rigorous, and scaffolded so students persist.

Kate: When students aren’t at their right level, they disengage. Ambitious instruction with high expectations, along with teacher support, is the goal.

Barb: And constant coaching and encouragement—helping students develop a growth mindset—is just as important for kids as it is for adults.

Kate: Feedback is vital. When I taught, I met with each student to give specific, goal-oriented feedback and support. Students need to know they can improve with effort.

Barb: Kate, thank you so much for this conversation. Where can listeners find you and your book?

Kate: You can visit www.edpolicyconsulting.com to contact me. My book, Radically Excellent School Improvement: Keeping Students at the Center of It All, was published in July by Corwin. It’s available through my website or Corwin directly. I also offer group discounts and can facilitate book studies and workshops—virtual or in-person.

Barb: That sounds like a fantastic resource and professional development opportunity for principals and teachers alike. I’ll link everything in the show notes.

Thanks again, Kate, for joining us today.

Kate: Thank you, Barb. It’s been a pleasure.