Jennifer N. Mahdavi has been a professor and teacher-educator at the university level for nearly 2 decades. She earned her doctorate in Special Education from the University of California, Riverside, and she is a Board Certified Behavior Analyst (BCBA). Her expertise is in assessment, data-based intervention decisions, and behavior management. Building on 10 years of experience teaching elementary school, Dr. Mahdavi is committed to making the lives of individuals with disabilities better by bringing research to practice.

Frank currently serves as a K-5 educational specialist in Sonoma County, California with a primary focus on intensive academic intervention. He has worked in public education for over 20 years across a variety of K-12 special education settings. He holds Bachelor’s Degrees in English Literature and Creative Writing, a Master’s Degree in Education, and is currently a doctoral student in the Reading Science program at Mount Saint Joseph University. In addition to formal education, he has also completed a wide variety of structured literacy training such as LETRS, thinkSRSD, Morningside Model of Generative Instruction, and Yoshimoto OG while also exploring a large variety of structured evidence-based intervention programs and assessment models throughout his career. Through both field work and the North Coast School of Education he has helped mentor other educators and strives to find ways to streamline best practice into the day-to-day classroom experience.

Carolyn Lowe Honeycutt has served students, educators, and families in public education for 25 years. She earned her Bachelor's degree in Applied Learning and Development and her Master's degree in Special Education Leadership. Throughout her career, Carolyn has worked in a variety of special education roles, supporting student achievement, program implementation, and collaborative problem-solving across educational settings. Over the past decade, she has focused on helping teams use data to make informed instructional decisions and strengthen partnerships between schools and families. Her expertise includes progress monitoring, data-based decision-making, and translating complex student information into meaningful and actionable next steps. Carolyn believes effective progress monitoring is about more than collecting numbers; it is about understanding the student behind the data and using that information to guide instruction, support, and educational planning. She is committed to helping educators and families use data with confidence to improve outcomes for students.