EVR provided a vocational counselor who helped place participants with rehabilitation agencies. The vocational counselor regularly monitored participants to ensure a good fit between the participant and rehabilitation agency. All rehabilitation agencies involved with EVR had the goal of gradually preparing individuals for competitive employment through a stepped approach of prevocational experiences that primarily consisted of paid work adjustment training in a sheltered workshop.

Participants in the Promotor Pathway Program were paired with a “Promotor” who provided intensive, long-term case management services, mentorship, and advocacy. Promotors also provided referrals to services internal and external to the LAYC, based on participants’ needs. All Promotor Pathway Program participants had access to standard LAYC services during this intervention. Promotor Pathway Program services were typically provided for 15 months. This intervention was delivered at existing LAYC sites located in Washington, DC, and Langley Park, Riverdale, and Silver Spring, MD.

IPS gave people ongoing support to find work based on their own preferences, a vocational assessment, and job development. Employment specialists gave individualized support to participants as well as counseling and help with transportation. There was no time limit on IPS services; employment support was given as needed. IPS was provided to unemployed individuals who were living in an urban neighborhood that was low income and who had severe mental disorders that kept them from finding employment for at least two years.

Program facilitators and participants met for a single, one-on-one session to predict challenges participants might face in their job searches and in the workplace. They then developed strategies to overcome these challenges. Facilitators delivered the IAS Module for one hour using two handouts.

Six to seven weeks into unemployment, participants were required to report to a job service orientation session. At the orientation, the participants were given information about the services available to them and were scheduled for an assessment interview. The orientation for IJSA+, unlike for IJSA and Structured Job Search Assistance (SJSA), included a coordinated effort with the local Economic Dislocation and Worker Adjustment Act staff to enroll interested participants in training.

Six to seven weeks into unemployment, participants were required to report to a job service orientation session. At the orientation, participants received information about IJSA services and scheduled an assessment interview. During the assessment interview, staff developed an individual service plan for the participant. Individual service plans varied, but the services specified in the plan were mandatory.

Six to seven weeks after submitting a UI claim, participants were required to report to a job service orientation session. After orientation, they completed a one-on-one assessment of their aptitude and interests and participated in a 15-hour job-search workshop. Participants were required to have at least two additional contacts with staff after these initial activities to report on their job search progress.

Urban Alliance’s high school internship program consisted of pre-work training that lasted three to six weeks; an internship program paired with continuous soft-skills training throughout the school year; and post-internship services, which connected alumni to continuing services and potential summer internship opportunities. The pre-work training provided general job and soft skills training for three to six weeks at the start of the school year, after which participants began their paid internships.

YouthBuild programs provided four main categories of services: (1) a combination of educational services designed to lead to a high school diploma or an equivalent credential such as a GED; (2) vocational training in construction or another in-demand industry; (3) youth development services focused on leadership training and community service; and (4) supportive services to help individuals participate in training and employment, including case management, workforce preparation, life skills training, counseling, and stipends for participation.

WOW placed participants in specific training courses, based on standardized testing, that either provided basic education and skills training or specific technical training. Participants who scored at the sixth- or seventh-grade level on standardized testing enrolled in an 11-week basic educational skills and employability development course, followed by three weeks of unpaid work.