Integrated Case Management participants worked with a single case manager to improve their educational and vocational skills and to determine their welfare eligibility and payment issuance. Participants who did not have a high school diploma or general education diploma were assigned to basic education classes; participants with basic education credentials were assigned to vocational training, postsecondary education, or work experience. Case managers provided job search assistance after they determined that participants were employable.

Although some participants were first referred to short-term training and education programs, most were initially assigned to a job club for 30 hours a week, followed by a job search during which they were required to contact 20 employers a week. Participants also had access to a job developer, life skills and vocational training, secondary and postsecondary education, and supportive services such as child care and transportation. Case managers intensively monitored participants’ activities and could sanction them by reducing their benefits.

WRP Incentives Only was one of the demonstration projects made possible by Section 1115 waivers to the rules in effect at the time for the Aid to Families with Dependent Children (AFDC) program. These Section 1115 waivers allowed states to test new approaches to advance the objectives of the AFDC program.

The WRP was one of the demonstration projects made possible by Section 1115 waivers to the rules in effect at the time for the Aid to Families with Dependent Children (AFDC) program. These Section 1115 waivers allowed states to test new approaches to advance the objectives of the AFDC program.

PASS service providers contacted former TANF participants and provided customized post-employment services and supportive services payments based on clients’ needs to help participants keep their jobs and obtain better jobs. PASS service providers included staff at three community-based organizations (CBOs), a community college, and a Department of Public Social Services office.

Pathways began with orientation activities, which included assessments of occupational skills and career interests. Participants then worked three days per week and spent the other weekdays participating in nonwork activities provided by Pathways, such as job-readiness training, career-development workshops, and case management. Participants first worked in transitional jobs with street-cleaning crews or in the kitchen of the implementing organization, the Doe Fund. Next, they worked at a subsidized internship with a partner employer.

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, week-long 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 Indiana Welfare Reform Initiative was one of the demonstration projects made possible by Section 1115 waivers to the rules in effect at the time for the Aid to Families with Dependent Children (AFDC) program.