Transportation assistance

Level
child

Post-Release Intensive Case Management (ICM) for Reentering Women

Through ICM, case managers worked with participants who were incarcerated to determine their needs and goals and to establish reentry plans for support after release. After participants’ release from prison, case managers connected them to mental and physical health treatment, employment, education, and housing services. Participants had access to 24-hour case management and no limits on the duration of participation. Mental and physical health treatment services included mental health, substance abuse, and medical and dental treatment.

Demonstration to Maintain Independence and Employment (DMIE)

The intervention included enhanced behavioral, medical, and dental services that augmented participants’ standard county health benefits. Services included treatment for chemical dependence, psychological and neuropsychological assessments, and prescription medications above the three-per-month Medicaid limit. The intervention eliminated co-payments for prescription drugs and outpatient services and improved participants’ access to mental health services.

Michigan Goal Progress Success (MI-GPS)

Intervention (standard name)

MI-GPS participants worked with a TANF-employed career development facilitator or coach to set and support progress toward their employment-related goals. Once participants set goals, the coaches worked with participants to identify and complete small activities to advance their goals. The coaches let participants have ownership of their goal-setting process and activities. Coaches typically encouraged participants to develop incremental goals that they could accomplish in three to six months. People could only receive MI-GPS services while they received TANF benefits.

JOBSTART

Intervention (standard name)

Thirteen JOBSTART sites provided youth with instruction in basic academic skills, occupational skills training, supportive services, and job search assistance. Basic academic skills instruction was individualized and commonly focused on developing skills needed to pass a GED examination. Occupational skills training was classroom based. Youth could choose from various occupational skills courses that generally prepared participants for jobs requiring moderate or higher skills.