Jennifer A. Cohen, MNPL

Program Coordinator
206-221-1988
Box 354920
  • Biography
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Jennifer Cohen, MNPL joins the NW MHTTC with a broad background in non-profit leadership and private sector experience. She is excited to utilize her skills in financial management, marketing and communications, and project management to further the goals of the Center. Jennifer is passionate about school mental health and recently served on the Secondary Counseling Program Committee for Shoreline Public Schools. She holds a BA in Journalism/Public Relations and Minor in Women’s Studies from the University of Oregon and a Masters in Not-For-Profit Leadership from Seattle University.

(Training & Technical Assistance) In addition to regular training activities and special areas of focus, the Northwest Mental Health Technology Transfer Center (Northwest) has received funding to support increased training and technical assistance for school mental health in Alaska, Idaho, Oregon, and Washington. To operationalize this support Northwest has partnered with the University of Washington School Mental Health Assessment, Research, and Training (SMART) Center, a national leader in developing and supporting implementation of evidence-based practices (EBPs) in schools, including prevention, early intervention, and intensive supports. The Northwest School Mental Health (SMH) and Multi-tiered System of Supports (MTSS) Training and Technical Assistance (TA) Center, within the UW SMART Center, supports school mental health efforts with the goal to support states, districts, schools and community partners to build an equitable single system of delivery in which education and mental health systems are integrated across the tiers.
(Training & Technical Assistance) As a key component of this mission, UW SMART has developed strategies and related infrastructure for providing training and technical assistance to state and local education agencies as well as individual school districts. The SMART Center’s “TACore” provides: 1) Training and consultation/coaching focused on developing workforce capacity (among school staff and community partners) to deliver research-based strategies, policies, and practice models relevant to the education context, 2) Technical assistance focused on building evidence-based, multi-tiered systems of school-based behavioral health, using collaborative decision-making processes guided by local data as well as research evidence, and 3) Program evaluation focused on collecting and analyzing existing (e.g., administrative datasets) and novel (e.g., surveys, focus groups) quantitative and qualitative data to determine the impact of new or existing programs, practices, and policies.