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.

The HCD program implemented in Riverside, CA, emphasized that participants should spend time receiving education or training to prepare for good jobs. If participants did not have a high school diploma or general education diploma, the program provided basic education classes in the public school system to help participants make progress toward their goals (such as increasing their literacy level). Case managers were accountable for the employment and education outcomes of their clients and therefore encouraged success and emphasized and enforced program participation.

As part of the Health Careers Collaborative of Greater Cincinnati, individuals who were unemployed and interested in health careers, such as nursing, rehabilitation, health information technology, or biotechnology, worked with an advisor to meet their career goals. Participants could receive a variety of trainings and services based on these goals. They were offered trainings on soft skills and financial literacy, along with job-search assistance and work-readiness activities.

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 Grand Rapids HCD program stressed that participants should spend time receiving education or training to prepare for good jobs. The program began with a 15-hour, weeklong formal assessment component, during which public school staff assessed participants’ achievement, aptitude, and career interests. Participants then usually completed either high school completion programs (distinct from GED classes) or vocational training.

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.

Atlanta’s HCD program stressed that participants should spend time receiving education or training to prepare for good jobs. At the start of the program, case managers assigned participants to adult basic education courses or vocational training programs. Participants were assigned to adult basic education courses more often than training programs because many vocational programs required GEDs or certificates that the participants did not have when starting the HCD program.

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.

Participants in the Wisconsin Regional Training Partnership—Manufacturing Pathway received services and training to prepare for and advance in a career in the manufacturing sector. Training included job readiness training to improve personal and professional skills, occupational training that provided certificates in specific trades, and apprenticeships. Services included tutoring, job search assistance, and job referrals to partner employers in the manufacturing industry. Participants were individuals who were unemployed and who expressed interest in careers in manufacturing.

Participants in the Wisconsin Regional Training Partnership—Construction Pathway received services and training to prepare for a career in the construction sector. Training included pre-apprenticeship programs to help them gain construction skills occupational training that provided certificates in specific trades, and apprenticeships. Services included tutoring, job search assistance, and job referrals to partner employers in the construction industry. Participants were unemployed individuals who expressed interest in careers in construction.