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.

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.

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.

FIP was one of the demonstration projects made possible by Section 1115 waivers to the rules in effect at the time for the AFDC program. These Section 1115 waivers allowed states to test new approaches to advance the objectives of the AFDC program.

Job Corps provided education, training, and health services in a one-stop residential setting. The Job Corps education component was individualized and self-paced, and it included GED preparation and education about home and family living as well as remedial, consumer, driver, and health education. The vocational training component was also individualized and self-paced, and it included training in a range of trades, such as business, clerical, health, construction, culinary arts, building and apartment maintenance, and other vocations.

ATCs allowed state prisoners to serve a portion of their prison term living and working in the community. When first placed in an ATC, prisoners received counseling and participated in 35 hours a week of individualized education, public service, vocational training, and employment programming. After complying with ATC rules (for example, returning to the center at scheduled times) and the 35 hour a week participation requirements for 23 days, participants could seek employment in the community with support from the ATC.

AO offered students career pathways culminating in one or more credentials in high-demand fields, including health care and manufacturing. Instructional courses were delivered at local colleges using team teaching of basic skills, CTE, and basic skills instruction delivered using meaningful content. AO also provided academic services, such as tutoring and academic advising, and supportive services, such as transportation and child care assistance, to students. The pathways consisted of about 12 academic credits. Most of the pathways lasted one academic year or less.

ABC was one of the demonstration projects made possible by Section 1115 waivers to the rules in effect at the time for the AFDC program. These Section 1115 waivers allowed states to test new approaches to advance the objectives of the AFDC program.

The program provided information about and simplified access to financial work supports, such as the Earned Income Tax Credit and child care subsidies. Retention and advancement services included career coaching and access to training and education to stabilize participants’ employment and help them find better-paying jobs. The program helped participants secure funding for training and education costs through the Workforce Investment Act (WIA) and other training funds.