Services delivered via Opportunity Works varied by program site over an unspecified duration. Services could include case management, college-readiness instruction and coaching, goal setting, support with high school completion, career planning and exploration, job development and support, financial planning support, occupational skills training, and transportation assistance. Eligibility requirements varied by age and gender across program sites, but all Opportunity Works participants were between the ages of 18 and 24.

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.

B2W provided participants with 35 hours per week of mandatory, in-person services that included group and individual job search classes, case management, job development and job search support, job interview support, and soft-skills training. B2W also provided supportive services that included transportation and work clothes. Participants typically received services for 6 to 8 weeks, and job search support activities were limited to 12 weeks. After attaining employment, participants were

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.

In the Teenage Parent Demonstration, case managers assessed participants’ needs and developed individualized self-sufficiency plans for participants to access education, training, and employment services. Participants were teenage AFDC recipients who were first-time parents. The program included workshops focused on personal and parenting skills, and preparation for education, training, and work. The program required participants to receive these services while they were receiving AFDC.

NYC Jobs-Plus provided participants with job search assistance, job placement support, work-readiness activities, and soft-skills training. Participants, who primarily lived in public housing developments, received financial counseling services and assistance applying for Earned Income Disallowance benefits, which help the participant avoid rent increases based on earnings.

The Grameen America program provided microfinance loans, financial literacy training, and networking opportunities to women with low incomes. Groups of five self-employed women, who knew each other and lived near one another, applied and were selected for services together. Each woman received services individually to support her unique enterprises. The Grameen America Program was administered in Union City, NJ, and served participants in the surrounding areas in northern New Jersey.

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.

CET provided youth who are not in school with full-time basic education and skills training in a work-like setting to provide participants with hands-on training experience. The program worked with local employers to develop and teach a training curriculum and focused on improving the participants’ practical skills to meet the employment demands of the local labor market. Individualized job placement services were also provided to assist participants in securing jobs after the training program.