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Who we are

A visionary team with an eye towards the future

About the company

Our consultants have extensive practical experience breaking down silos that exist across district and state level education agencies. Using a shared strategic planning process, we empower our clients to design equitable and ambitious holistic systems that include public-private partnerships, industry best practices, and a growth mindset.
 
We partner with nonprofit organizations to reimagine their strategic plans, provide executive coaching, and develop sustainable pathways for effective and efficient operations.
 
We collaborate with institutes of higher education by performing program reviews, aligning departments to support integrated teacher preparation programs aimed at tomorrow's students, as well as operational reviews aimed at fiscal effectiveness and efficiency.

Experienced Leadership

Kate Anderson Foley, Founder and CEO

Kate Anderson Foley, Founder and CEO

Kate Anderson Foley, PhD is an educational leader with over thirty years of experience leading public school districts and states toward equitable and integrated services for all learners. Her work has been grounded in social justice and breaking down the barriers for children who historically have been marginalized. She has led organizational change utilizing a strategic framework that ensured guaranteed and rigorous learning leading to college and career readiness for all students. 
 
Kate began her career as a special education teacher pioneering inclusive practices for students at risk and children with disabilities. Her work focused on creating conditions that fostered high expectations of adults for students and innovation which led to equitable opportunities for children. Kate's deep commitment creating nimble and responsive systems that were supportive of the whole child, led her into administration where she advocated for local, state, and federal reform.

As a senior leader at the state level, Kate's vision of fulfilling the promise of the Individuals with Disabilities Education Act was nested within the Every Student Succeeds Act (ESSA). She was an expert contributor to the ESSA State Plan whereby the current deficit-based system was interrupted and a preventative and nimble system created that intentionally addressed opportunity gaps for all children, inclusive of children with disabilities, English learners, early childhood, and advanced learners so the floor of equity and excellence was raised for every child. Her deep understanding of equity-based school funding contributed to reform model for the state of Illinois. 

From policy to practice

The Elementary & Secondary Education Act, the Individuals with Disabilities Education Act, and state and local education agencies can provide stability to the seat of learning. Each is dependent upon the other to provide the most powerful education, resources, and governance meant to guarantee every child is prepared for life. Collectively, it has the potential to interrupt the current deficit-based system by emphasizing prevention and intentionally addressing opportunity gaps, for all children, inclusive of students with disabilities, English learners, early childhood, and advanced learners. A system that is nimble and responsive that utilizes the principles of Universal Design for Learning and where education professionals partner with colleagues in meaningful ways so the floor of equity and excellence is raised for every child. It’s where a vision of a comprehensive integrated system of support that is based on how the student is smart and meets the needs of the whole child. It’s also where the Individuals with Disabilities Education Act is aligned to ensure students with disabilities have the same opportunity to make progress in states’ ambitious academic content standards in the grade for which the student is enrolled. It’s also where high expectations of adults for students is a non-negotiable. Instead of disparate strands, state and local education agencies can leverage the best from each act to create an equitable system that recognizes a child as a capable learner first rather than a label that can lead in low expectations.