STEP participants received home visits from community liaisons to identify and mitigate any barriers that might prevent participants from traveling to the program offices. In the program offices, participants were assigned a case coordinator, who conducted assessments to determine barriers to employment. Case coordinators worked with no more than 20 participants at a time. The case coordinator and specialized vocational rehabilitation staff developed a plan to address the barriers, and participants began activities tailored to overcoming their barriers.

As part of the Advanced Manufacturing Partnership, participants worked with a case manager to complete short-term training aligned with their employment and education goals to prepare for and secure in-demand, advanced manufacturing jobs. These jobs included team assembler, electromechanical maintenance technician, welder, computer numerical control operator, and bioscience or pharmaceutical technician.

The Bridges program offered a multi-phase program focused on four main service areas: academic enrichment, socio-emotional learning (SEL), workforce readiness training, and mentorship and case management services. Participants began the program by attending a group orientation session and taking the Test of Adult Basic Education and an online financial training. Following the financial training, participants began the first of three phases of Bridges services.

Breaking Barriers followed the IPS model by assigning employment specialists to help participants set career goals and search for a job. Employment specialists maintained relationships with local employers, which they used to connect participants to potential job opportunities. After participants found employment, specialists provided as-needed, customized support (such as counseling or transportation assistance). This follow-along support did not have a time limit. Participants were involved in the program for an average of 10 months.

PTC program applicants applied to both the Year Up program and the partner college. Once accepted to both, participants took part in a full-day program for five days a week that included structured college courses, professional skills courses, and technical skills courses. The college courses were provided by the partner college and participants earned up to 15 college credits during this time period. Many of these courses were either geared toward an occupational path or were meant to prepare the participant for college-level courses.

The WorkAdvance model includes five key elements: (1) intensive screening before enrollment; (2) preemployment and work-readiness services, including career coaching, supportive services, and labor market information, all tailored to a specific occupational sector; (3) occupational skills training focused on current job openings; (4) job development and placement; and (5) provision of follow-up retention and advancement services in collaboration with employers. It is a versatile model that organizations implement in various ways.

The WorkAdvance model includes five key elements: (1) intensive screening before enrollment; (2) preemployment and work-readiness services, including career coaching, supportive services, and labor market information, all tailored to a specific occupational sector; (3) occupational skills training focused on current job openings; (4) job development and placement; and (5) provision of follow-up retention and advancement services in collaboration with employers. It is a versatile model that organizations implement in various ways.

The WorkAdvance model includes five key elements: (1) intensive screening before enrollment; (2) preemployment and work-readiness services, including career coaching, supportive services, and labor market information, all tailored to a specific vocational sector; (3) occupational skills training focused on current job openings; (4) job development and placement; and (5) provision of follow-up retention services in collaboration with employers. It is a versatile model that organizations implement in various ways.

Individuals receiving housing assistance interested in the FSS program attended an orientation, signed a contract of participation, and completed an individualized plan at enrollment. FSS program participants worked with case managers to set goals related to self-sufficiency to include in their plan. Case managers also provided referrals to services, such as education and training opportunities and low-cost child care. Most sites expected case managers to contact participants on a quarterly basis, although some sites ranged from monthly to annual contact.

The CSPED provided noncustodial parents with case management, employment services, enhanced child support services, parenting classes, and domestic violence services. Each participant was assigned a case manager to assess needs and monitor progress. Employment services included job search assistance; job-readiness training; and assistance with job placement, job retention, and rapid reemployment following job loss. Participating sites were also encouraged, though not required, to provide job skills training, vocational training, education related to employment, and supportive services.