Each of the organizations profiled in this chapter first became involved with the OMI between 2001 and 2004. In some cases they were directly approached by OMI leaders, while in other cases representatives of the agency learned of the initiative and approached the OMI. Agencies took different paths to implementation after first learning what the initiative could offer (Figure IV.1). Some began sending their staff to be trained and began offering workshops in short order. Others presented various issues that first needed to be addressed to create a workable partnership or to identify an implementation strategy. For example, in some cases a curriculum adaptation had to be created before workshop activity could begin. Still other agencies started out strong but encountered challenges along the way, impeding their progress. As a result, there was substantial variation across agencies in the timing and extent of workshop activity. Within each agency, the extent of implementation has also tended to vary across time. The implementation issues that emerged often varied from one agency to the next, so although the OMI could sometimes apply lessons learned early in implementation to later efforts, in other instances new agency partnerships brought their own learning experiences.
|Extension Services||A 1||4||3||3||2||1||1|
|Child Guidance||A 2||2||3||2||1||1||1|
|Welfare (TANF)||A 0||0||0||0||2||3||3|
|Youth Services||A 1||1||3||4||4||3||2|
|Head Start||A 0||1||1||0||1||0|
|High Schools||A 0||5||5||6||6||6|
|Correctional Centers||A 0||2||3||2||2||2|
|Adoptive Services||A 0||0||2||2||2||3|
|Source: OMI Management Information System.
A=indicates the year that the agency was first approached about supporting the OMI through referrals or workshop delivery.
a Data for the number of students taking Connections-PREP® in the high schools is estimated, based on the number of curriculum workbooks ordered by teachers.
|Legend||Number of participants|
|6||10,000 or more|