About Us

Anna Winneker has a professional and educational background working with children identified with emotional/behavior disorders in settings ranging from residential treatment to inclusion.

She completed her PhD in Curriculum and Instruction with an emphasis in exceptional student education and qualitative research. Anna currently directs the Program-Wide Positive Behavior Support Project at USF. This project supports early childhood education programs to implement the Pyramid Model program-wide with fidelity. She also works with the National Center for Pyramid Model Innovations to develop products and provide technical assistance for promotion of social-emotional competence and inclusive practices for young children and families.

Anna has experience providing training and technical assistance to implement evidence-based practices within a multi-tiered framework in a variety of settings including state-level agencies, school systems, childcare programs and classrooms.

Meghan von der Embse, EdS, NCSP is a Human Services Practitioner with the Florida Center for Inclusive Communities at the University of South Florida (USF). She provides training, technical assistance, and ongoing coaching supports for early childhood programs to build capacity implementing and sustaining Pyramid Model Supports.

Meghan had previously served as the Director of Behavior Support Services at Easter Seals of Southeastern Pennsylvania and the Positive Behavior Intervention and Supports (PBIS) Facilitator for the agency’s early childhood and special education preschool programs. Meghan received her Education Specialist degree in School Psychology at Miami University and is a nationally certified school psychologist. She has practiced as a K-12 school psychologist in four states (OH, MI, NC, NE) and has expertise in providing training and technical assistance with multi-tiered systems of support (MTSS) and early literacy programming. 

Dana Peña is a Trainer/Coach for Program-Wide Positive Behavior Support (PBS) Project at the University of South Florida. This project is funded by the Children’s Board of Hillsborough County.

Dana has a Master’s Certificate in Positive Behavior Support and Evaluation from the University of South Florida, a Master’s Degree in Counseling, and a Bachelor of Science degree in Psychology.  Prior to joining the PWPBS team in 2016 she worked at Tampa’s Lowry Park Zoo School’s Early Childhood program as a manager and before that was a guidance counselor for 12 years in both public and private schools.

Erin Sizemore, M.A., is a Trainer/Coach for Program-Wide Positive Behavior Support Project at the University of South Florida. This project is funded by the Children’s Board of Hillsborough County. 

After teaching children with hearing loss for 18 years in Pasco County, Erin joined the PBS team in 2016. Her primary areas of interest include early childhood education, Positive Behavior Support, and listening and spoken language development for children with hearing loss and inclusion.

Paola Ramirez, M.S., is a Trainer/Coach for the Program-Wide Positive Behavior Support Project at the University of South Florida. This project is funded by the Children’s Board of Hillsborough County.

Paola has a Master’s in Mental Health Counseling, and a Bachelor of Science degree in Psychology. Paola previously worked for 6 years in Miami Dade providing consultation and services to early childhood staff, directors, children and families. Paola joined the PWPBS team in August 2018.

Jennifer Kelly is a Trainer/Coach for Program-Wide Positive Behavior Support Project at the University of South Florida. This project is funded by the Children’s Board of Hillsborough County. Jennifer earned a Master’s Certificate in Positive Behavior Support from the University of South Florida and a Bachelor of Arts degree in English with a Minor in Psychology from Texas A & M Kingsville.

After teaching in early childhood programs for the past 10 years, Jennifer joined the PBS team in 2020. Her primary areas of interest include early childhood education, PBS, and supporting both children and families build positive practices that lead to successful outcomes both at home and in the classroom.

Jennifer Nolan, M.S., is a Trainer/Coach for Program-Wide Positive Behavior Support Project at the University of South Florida. This project is funded by the Children’s Board of Hillsborough County.

Jennifer holds an M.S. in Child and Adolescent Behavioral Health with a concentration in Developmental Disabilities as well as a Graduate Certificate in Positive Behavior Support from the University of South Florida. She also holds a B.S. in Health Science from Maryville University St. Louis. Prior to joining the PWPBS team in 2016, she worked primarily with early intervention and early childhood education programs serving the birth to five population including Parents As Teachers, Head Start/Early Head Start and the ELC of Pinellas

Mary Cifuentes supports the Florida Center for Inclusive Communities and activities related to the Program-Wide Positive Behavior Support (PWPBS) Project. Mary provides administrative assistance, technical assistance and evaluation training to on-site leadership teams and coaches. She is involved in maintaining databases, periodic contact with funding agency, as well as ensures compliance with USF policies and procedures. In addition, Mary translates PWPBS supports and strategies into Spanish. Her love for children inspires her to give back to the community of early childhood.

Andrea Harris is the newest member of the PWPBS team at USF. She holds a B.A. in Psychology, an M.A. in Applied Behavior Analysis, and a Certification in Autism from Ball State University. Currently, she is working on completing the PWPBS certification at the University of South Florida.

With a decade of experience in the early intervention and behavior support field, Andrea has worked with children aged 2 to 14 in various settings, including direct interventions at centers/agencies, community programs, and school support services. As a behavior support specialist, Andrea primarily collaborates with teachers, staff, and families. She employs a team-oriented approach to collect data, conduct interviews, complete observations, design individualized behavior plans, and provide guidance on implementing evidence-based strategies.