Courtney Angelosante

PBIS Initiative Coordinator

154 Shibles Hall
University of Maine
Orono, Maine 04469

Bio: Courtney Angelosante is the PBIS initiative coordinator with the College of Education and Human Development at the University of Maine. Courtney is a Board Certified Behavior Analyst with experience teaching elementary education and special education. Before joining the faculty at UMaine, she spent years as district level behavior consult. Her continued practice and research interests include challenging behaviors, inclusive education, and Positive Behavior Intervention and Supports (PBIS). Courtney is Co-Principle Investigator on a grant to implement PBIS in 15 Maine schools for the 2018-2021 school years. She is coordinator for PBIS within the state Department of Education and represents Maine in the Northeast Advisory Group for PBIS. She has strong partnerships with over 35 schools providing training and technical assistance. She is a member of several regional and national organizations related to school-wide climate and behavior.

M.S. in Educational Psychology, 2011, University of Southern Maine
ABD in Prevention and Intervention, University of Maine

Courses taught at UMaine

  • EHD 301: Prevention and Intervention in the Classroom, Promoting Positive Behavior and Increasing Academic Engagement
  • SED 532: Behavior Intervention and Management
  • SED 581: Response to Intervention I, School-wide systems
  • SED 582: Response to Intervention II, Tier Two Interventions
  • SED 583: Response to Intervention III, Tier Three Assessment and Intervention

Sample publications

  • Mette, I.M., Pacholski, C., Artesani, J., & Treworgy, J. (2016). Pre-service teacher and aspiring administrator preparation: Simulated real world teaching and supervision. Journal of Maine Education, (32).
  • Cavanaugh, B., Pacholski, C., & Artesani, J. (2015). Examining school districts’ capacity to implement state restraint and seclusion rules. Journal of Disability of Policy Studies (In Review).
  • Van Uden, E., Artesani, A.J., & Angelosante, C. (2016). The effects of academic Check-In/Check-Out on academic behaviors and student-teacher relationships. Beyond Behavior (Submitted).