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.

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.

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.

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.

The Construction Sector Partnership offered pre-apprenticeship programs with employer partners. These programs provided workers with on-the-job training that helped them prepare for entry-level construction jobs, such as carpentry, plumbing and pipe-fitting, or heating, ventilation, air conditioning, and refrigeration. The program also offered participants work-readiness training and job search assistance. The Construction Sector Partnership was offered to individuals who were unemployed and who were interested in construction careers in Greater Cincinnati, OH.

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.

The CSPED provided noncustodial parents with case management, employment services, enhanced child support services, parenting classes, and domestic violence services. Each participant was assigned a case manager to assess needs and monitor progress. Employment services included job search assistance; job-readiness training; and assistance with job placement, job retention, and rapid reemployment following job loss. Participating sites were also encouraged, though not required, to provide job skills training, vocational training, education related to employment, and supportive services.