Power Hour — Participant Journey Map · Girls Inc. of Greater Miami

Freshman · Grade 9Year 1 · Explorer · E2 Exposure primary

Sophomore · Grade 10Year 2 · Depth-seeker · E3 Exploration primary

Junior · Grade 11Year 3 · Leader · E4 Experience primary

Senior · Grade 12Year 4 · Launcher · E4 Experience peak

Framework layer 4 E's by grade Where each year sits in the Exposure → Exploration → Experience progression

Freshman · Grade 9 E2 Exposure + E1 Employability — begins E2 Exposure is the primary lens. She needs to see the full landscape of what's possible before she can choose anything. Three-sector rotating panels (Health, Tech, Pro Services), wage data workshops, women of color speakers in non-traditional roles. Broadens what she believes is available to someone like her.

E1 Employability foundations begin: professional email, basic resume, verbal communication, self-organization. These are scaffolded for beginners — she doesn't need to be polished yet, she needs a starting point.

E2 Exposure — primaryE1 Employability — begins

Sophomore · Grade 10 E3 Exploration + E1 Employability — deepens E3 Exploration is the primary lens. She has seen the landscape — now she samples within it. Informational interviews in 1–2 sectors, sector deep-dives, values + interests reflection. Structured to help her choose a direction with genuine conviction, not default to what's familiar or expected of her.

E1 Employability deepens: cover letter, LinkedIn first draft, mock interviews with peer feedback, professional communication across multiple contexts. She's building a portfolio, not just completing assignments.

E3 Exploration — primaryE1 Employability — deepens

Junior · Grade 11 E4 Experience + E1 Employability — mastery E4 Experience is the primary lens. Sustained, applied skill development in her chosen sector. Ambassador leadership role means she's co-facilitating sessions, mentoring freshmen, and managing real responsibilities. Capstone project is a real problem-solution in her field, reviewed by T2 industry partners.

E1 Employability reaches mastery: she can teach the 18 universal soft skills to a freshman, receives employer-facing portfolio feedback, and demonstrates competence in real professional contexts — not just in practice exercises.

E4 Experience — primaryE1 Employability — masteryPaid Ambassador role

Senior · Grade 12 E4 Experience peaks — real-world application E4 Experience peaks in live, real-world contexts: actual college applications submitted, job search active, Future Ready Scholarship (MDC tuition-free associate degree — avg. $74K vs. $32K HS income), CareerSource registration, internship pipeline (Yr 2).

E1 Employability is now demonstrated, not developed. The program stops teaching and starts launching — shifting from skill-building mode to application support. She uses her skills live, not in simulated practice.

E4 Experience — peakE1 Employability — demonstratedFuture Ready Scholarship

Who she is Profile & needs Developmental stage, career readiness level, what she needs most from Power Hour

Freshman · Grade 9 Curious explorer — identity still forming Developmental stage (Erikson): Identity vs. Role Confusion. She is answering "Who am I?" and "Who do I want to become?" simultaneously. The prefrontal cortex (decision-making, future planning) is still maturing. Highly sensitive to peer judgment — career choices feel personal and public at the same time.

Career readiness level: Pre-exposure. Likely holds narrow, stereotyped ideas about which careers are "for someone like her." May have family expectations that conflict with high-wage non-traditional pathways.

What she needs most from Power Hour: Belonging before content. A safe peer group she trusts before any skill-building begins. Broad sampling so she doesn't foreclose early. Quick wins to build confidence. High adult structure with guided activities — she isn't ready for open-ended exploration yet.

New to Girls Inc.High structure neededBroad before deep

Sophomore · Grade 10 Returning member — building a direction Developmental stage: More capable of abstract thinking. Values are becoming clearer. She wants to be seen as capable and interesting — peer relationships deepen in quality, not just quantity. Beginning to test identities more deliberately.

Career readiness level: Post-exposure. She has seen multiple pathways. Ready to explore 1–2 sectors with more intention. Still uncertain — and that's appropriate. Marcia's research: identity exploration at this stage is healthy, not a problem to solve.

What she needs most from Power Hour: A clear sense of progression from Year 1 — activities that feel meaningfully different. Agency to choose her focus area. Informal leadership opportunities (peer modeling for freshmen). Sector depth, not more breadth.

Year 2 returningLess structure, more agencyInformal peer model for Fr

Junior · Grade 11 Emerging leader — ready to commit Developmental stage (Marcia): Moving toward Identity Achievement — exploration is resolving into commitment. More future-oriented and capable of sustained planning. Motivated by purpose, contribution, and being recognized as a leader. Values authenticity over conformity.

Career readiness level: Two years of exposure and exploration behind her. Ready for sustained skill-building with a chosen sector in focus. Needs something real she can use — a portfolio that opens a door, not a portfolio she put in a folder.

What she needs most from Power Hour: Real leadership responsibility with a stipend to match. An employer-reviewed portfolio. Industry connections she can actually use. To be seen as a professional-in-progress, not just a high school student.

Year 3 veteranAmbassador-eligiblePaid peer leader (stipend)

Senior · Grade 12 Launching graduate — needs a runway, not more exploration Developmental stage: Transitioning out of adolescence. High anxiety about concrete next steps — college, money, housing, the future. Needs specificity and certainty, not aspiration.

Career readiness level: Three years of Power Hour. Skills built. Portfolio near-complete. Now needs the systems knowledge to land somewhere: how to apply, what to apply for, who to ask, when deadlines are, what financial support exists.

What she needs most from Power Hour: Individualized transition planning — not group workshops. Real deadlines (scholarship apps, FAFSA, job applications). Warm mentor introductions to actual opportunities. Celebration of how far she has come. Closure.

Year 4 · first cohort: 4–5 girlsExit overlay — not a separate trackFuture T3 mentor candidate

Who supports her Mentorship model 3-tier partner structure · Virginia + Dyani own all recruiting and relationships E2 · E3 · E4

Freshman T1 Near-peer — college mentor Who: FIU Women & Gender Studies or Barry University student — ideally former Girls Inc. participant or demographically similar (Hispanic or Black woman in a non-traditional field). Assigned to one stable group of ~6.

Role: Present at every session · weekly small group check-in · accountability for attendance and portfolio milestones · college prep guidance from recent lived experience · the "if she can, I can" modeling effect that research shows directly reduces stereotype threat.

Why T1 for freshmen specifically: The age proximity (4–6 years) makes her more relatable than an adult mentor. Freshmen are more likely to share what's actually getting in the way.

T1 Collegiate role modelVirginia + Dyani recruit

Sophomore T1 continues + T3 introduction begins Same college mentor continues from Year 1. Relationship continuity matters — research shows youth with stable mentors show twice the growth. The sophomore already trusts her and is more likely to take risks with someone she knows.

First industry contact introduced (T3 preview): One informal meeting with a professional in her sector of interest — not yet a formal match, more like a structured informational interview. Dyani coordinates the introduction.

Why dual: The college mentor handles psychosocial support and accountability. The industry contact provides professional-world authenticity. Different functions, both necessary at this stage.

T1 continues — same mentorT3 introduction (informal)

Junior T3 sector-matched industry mentor — formal Who: Professional in her chosen sector from CareerSource South Florida, Miami Tech Works employer network, Greater Miami Chamber, or healthcare system partner. Matched by Dyani based on sector + personality fit.

Role: Portfolio review from a hiring perspective (would this get her an interview?) · completes 5+ informational interviews with structured write-up · sector-specific skill coaching · warm introductions to the mentor's professional network · advocates for her within industry.

Also — she IS the near-peer: As Ambassador, she is now the T1 mentor for incoming freshmen in her small group. The mentorship chain extends both directions.

T3 industry mentor — formal matchShe mentors freshmen as Ambassador

Senior T3 sponsor-level — advocacy mode Relationship shift: From advisor to advocate. The T3 mentor is no longer just coaching — she is actively opening doors. Making calls. Writing recommendation letters. Flagging internship openings. Connecting her to scholarship contacts.

Specific actions: Warm introductions to hiring managers or admissions contacts · co-signs on scholarship references · may host or arrange a final informational interview or job shadow · celebrates her graduation at the capstone showcase.

Dyani's role: Closes the relationship loop — thank-you, feedback, and re-engagement of the mentor for the Year 2 mentor pool.

Sponsor-level advocacyDyani manages relationship close

What she learns Program content Differentiated within shared sessions · Kasidy leads facilitation · Marlena oversees All 4 E's active

Freshman Exposure-led · broad sampling before commitment Months 1–2: Community building is the first priority — peer group trust before any content. Values + interests inventory. Career interests assessment. HelloInsight pre-survey at Session 1.

Months 2–3: Three-sector rotating exposure — Healthcare, Tech, Professional Services. Guest panels: women of color in each sector. Wage gap data workshop (Hispanic women earn $0.55, Black women $0.61 vs. white men). Miami labor market overview.

Months 4–5: Employability foundations — professional email, elevator pitch draft, resume first pass. Two informational interviews with structured write-up protocol.

Month 7: Foundation portfolio presentation. HelloInsight post-survey. Preview of what Year 2 looks like.

E2 Exposure primaryE1 Employability beginsBreadth before depth

Sophomore Exploration-led · sector selection + professional deepening Months 1–2: Re-orientation to program using prior year portfolio as baseline (not starting over). Sector selection activity — commits to 1 focus area. Goal-setting for Year 2 with Kasidy or peer mentor.

Months 2–4: Sector deep-dive: 3+ informational interviews in chosen field, sector-specific research project (job titles, entry paths, wage ranges, Miami employers), professional networking workshop, LinkedIn profile draft.

Months 4–6: Cover letter writing with peer feedback · mock interviews with structured rubric · personal brand workshop · informal peer modeling for freshmen in shared small group.

Month 7: Growth portfolio presentation. Kasidy and Marlena assess for Ambassador eligibility for junior year.

E3 Exploration primaryE1 Employability deepens1 sector selected

Junior Experience-led · lead, specialize, and produce Pre-launch (Aug–Oct): Ambassador onboarding 2–3 months before Session 1. Peer leadership training — facilitation, how to run a check-in, how to give structured feedback. Stipend structure confirmed.

Months 1–5: Job-ready portfolio intensive — personal statement (values-grounded, 1 page), polished resume, cover letter, 5+ informational interviews, LinkedIn fully active. Sector-specific technical workshops with T2 industry partners. Co-facilitates sessions alongside Kasidy.

Months 5–7: Capstone project — real problem-solution in her sector, reviewed by T2 partners. Sector certifications where available (Google, Certiport, CompTIA, healthcare credentials). Recommendation letter requests sent and received.

E4 Experience primaryE1 Employability — masteryPaid Ambassador stipendT2 partner workshops

Senior Launch-focused · real applications, real deadlines Months 1–3: Individualized transition planning session with Marlena or coordinator — college vs. trade vs. employment pathway confirmed. FAFSA support. Future Ready Scholarship at MDC (tuition-free associate degree; MDC grads earn avg. $74,233 vs. $32,100 for HS grads).

Months 2–5: Active college or job application support (not practice — real submissions). Final resume and cover letter polish. LinkedIn active job search strategy. CareerSource South Florida orientation and registration.

Months 5–7: Internship placement prep (Yr 2 formal placement; Yr 1 warm connection via T3 mentor). Final portfolio showcase. Exit interview with Kasidy. Alumni network enrollment.

E4 Experience peakFuture Ready ScholarshipCareerSource registrationExit overlay — not a track

Where all years meet Shared core Every grade · every session · Nov–May · non-negotiable E1 Employability backbone

All grades · every session · November – May · biweekly cadence SAFE session structure (Durlak & Weissberg: all 4 required for measurable outcomes — programs lacking SAFE showed zero significant outcomes): Opening 15 min (connection ritual + explicit objectives stated aloud) → Mini-lesson 30 min (one skill, modeled by Kasidy or Ambassador) → Break 10 min → Active practice + portfolio work 70 min (small group with facilitator rotation) → Peer feedback 25 min (structured critique protocols, not open comment) → Reflection + wrap-up 10 min (journaling, goal-setting for next session).

Mixed-grade small groups of ~6 — maintained intact for all 7 months: Junior Ambassador co-facilitates · Sophomore informally models for freshman · Freshman observes what's possible in 2–3 years. Trust is the mechanism through which all other learning occurs — group stability is not convenience, it's design.

Sector panels every cycle: Healthcare · Tech · Professional Services — women of color speakers in non-traditional, high-wage roles. Wage data referenced directly: Tech senior roles $121K–$141K median; female-dominated fields $13.80/hr vs. male-dominated $18.04/hr. · HelloInsight: Pre-survey Session 1 · Check-In Month 4 · Post-survey Month 7. · Empowerment Evaluation: Mid-cycle Taking Stock (staff + youth self-rate 1–10, adjust Months 5–7 together). · Public capstone showcase: Families + T2 industry partners + employers — real audience, real stakes, real accountability.

What she produces Portfolio milestone End-of-year deliverable · solves HelloInsight ceiling effect · observable evidence of growth E4 Experience artifact

Freshman Foundation portfolio Career interests inventory · personal values map · draft resume (education, activities, skills) · 2 informational interview write-ups (who, what she learned, what surprised her) · goal-setting worksheet for Year 2.

Quality check (Kasidy): Can she name 2 sectors of genuine interest? Does her resume reflect actual strengths, not generic filler? Did she complete 2+ interviews?

Foundation levelT2 partner review at showcase

Sophomore Growth portfolio Polished sector-targeted resume · cover letter (first draft reviewed by T3 introduction contact) · LinkedIn profile (photo, summary, experiences, connections started) · 3+ informational interview write-ups · sector research summary (1-page: job titles, wages, entry paths, Miami employers) · skill inventory self-assessment.

Quality check: Is her resume ready to submit to a real employer? Does her LinkedIn reflect a professional she's proud of? Has she picked her sector with conviction?

Growth levelT3 contact reviews cover letter

Junior Job-ready portfolio Complete digital + print portfolio · personal statement (authentic, values-grounded, 1 page — not a cover letter, not a bio) · recommendation letters requested and received (2–3 adults) · sector certification documentation · capstone project (real problem + solution in her sector) · LinkedIn active + polished · 5+ interview write-ups.

Quality check (T2 industry partner): Would this portfolio get her an interview at a real company? Is her personal statement specific enough to be memorable?

Job-ready levelT2 industry partner reviewEmployer-facing standard

Senior Launch artifact All portfolio documents finalized · Future Ready Scholarship application submitted · at least 1 college or job application submitted · CareerSource South Florida registered · next-step action plan (90-day milestones with specific dates) · presentation deck for showcase · alumni network enrollment form completed.

Quality check (Marlena): Has she submitted at least 1 real application? Does she have a specific next step with a date attached — not "I'm thinking about"?

Launch artifactReal applications submittedNot another practice round

How we measure it HelloInsight focus Constructs by year · Sarah + Marlena own measurement design · Google Forms each session

Freshman Broaden + belong — baseline measures Primary constructs: Broaden Possibilities (α=0.81) · Build Relationships (α=0.79) · Envision Positive Future (α=0.87) · Goal Orientation baseline (α=0.86).

Applied SEL starting points: Communication (resume, email writing) · Collaboration (small group work).

Ceiling effect note: Low-starters expected in Gr 9 — this cohort should show measurable pre/post gains. Segment from high-starters at analysis stage. Portfolio quality supplements survey evidence.

Pre-survey Session 1Post-survey Month 7Google Forms each session

Sophomore Network + reflect + deepen Primary constructs: Support Networking (α=0.81) · Foster Reflection (α=0.89) · Growth Orientation (α=0.82) · Career Knowledge & Skills (sector-specific gains).

Applied SEL deepening: Communication (cover letter, LinkedIn) · Critical Thinking (sector research, analysis) · Creativity (personal brand).

Month 4 Check-In action: Are sophomores reporting strong "Support Networking"? If not — intensify T3 introduction and mentor connections in Months 5–7. Adjust before it's too late.

Pre/post + Month 4 Check-InEE Taking Stock at Month 4

Junior All domains — peer teaching as growth evidence All five program experience constructs expected to be strong: Envision Future · Support Networking · Build Relationships · Broaden Possibilities · Foster Reflection.

Ceiling effect solution: High-starters likely in Gr 11. Measure growth via: (1) portfolio quality progression — observable, not self-reported; (2) peer teaching — can she explain communication skills to a freshman? That's mastery, not just competence; (3) Ambassador performance as an outcome indicator in itself.

Analysis: Person-centered — analyze Gr 11 cohort separately from Gr 9/10.

Person-centered analysisPortfolio quality = ceiling solutionPeer teaching = mastery evidence

Senior Exit interview + 6-month alumni survey HI post-survey optional (n=4–5 in Yr 1 is insufficient for statistical significance). Primary measurement shifts to qualitative:

Exit interview (Kasidy or Marlena, 20 min): What did Power Hour give you that nothing else did? What's your clearest next step? What was the hardest moment and how did you handle it?

6-month alumni survey (Sarah): Enrollment or employment status · wage · sector entered · whether she credits Power Hour skills in her current role · interest in returning as T3 mentor.

Exit interview at Month 76-mo alumni surveyLongitudinal outcome tracking

End of program year Outcome + next step What success looks like · retention signals · advancement criteria

Freshman Belonging secured · re-enrolled for Year 2 Returns as sophomore with a peer group she trusts · foundation portfolio complete · can name 2+ sectors of genuine interest · has experienced what it feels like to be seen as a future professional by adults who believe in her.

Retention signal: 75%+ session attendance · has a named peer friend in the program · expressed interest in returning when asked directly.

Returns Year 2Foundation portfolio complete

Sophomore Sector clear · Ambassador-eligible for Gr 11 Has selected a focus sector with genuine conviction (not default) · growth portfolio ready to build on · LinkedIn live · has practiced interviews and received structured feedback. Qualifies for Ambassador consideration in junior year.

Ambassador eligibility check (Kasidy + Marlena): Communication responsiveness · 75%+ attendance · demonstrated peer support in small group · parent/guardian support confirmed · junior preference for paid role.

Returns Year 3Ambassador-eligible

Junior Career-ready · advancing to senior year Job-ready portfolio complete and T2 employer-reviewed · full Ambassador cycle completed with stipend · co-facilitated 4+ sessions · has 5+ professional contacts in her chosen sector · capstone project presented publicly. Now advancing to senior transition program.

Advance to senior year: Conversation with Marlena about specific transition focus — college track, trade program, or employment — to shape the senior overlay design.

Returns Year 4T3 mentor pipeline candidate

Senior Launched — enrolled or placed Enrolled in college, trade program, or employed · Future Ready Scholarship applied · CareerSource South Florida registered · alumni network joined · at least 1 concrete next step with a start date — not "I'm thinking about it."

6-month check-in (Sarah): Enrollment or employment confirmed · wage tracked · does she want to return as a T3 mentor in Year 2? That answer is the sustainability indicator.

LaunchedAlumni network enrolledFuture T3 mentor

Sustainability engine Alumni pathway Graduates feed back in as T3 mentors — the program's long-term pipeline

Girls Inc. alumnae network — the sustainability engine that closes the loop Power Hour graduates return as sector-matched T3 mentors — trained by Dyani, compensated where possible, matched to their industry. · Speak on sector panels as T1 collegiate role models during their college years (living proof for current freshmen that the pathway works). · Serve on the program advisory board — participant voice in curriculum decisions for Year 2+. · Peer Leader → Ambassador → Staff pathway: the organization's long-term talent pipeline. Today's freshman is a potential future program coordinator. · Alumni portfolios used as exemplars for incoming freshmen — local, relatable, real models of what's possible for a Miami-Dade girl. · 6-month alumni survey (Sarah): enrollment status · employment sector · wage level · attribution to Power Hour — data that makes the case to funders and the board for Year 2, Year 3, and institutionalization.

November 7, 2026 Launch — Current cohort entering the program

This is not a blank slate. Returning participants need differentiated design before launch day — not retrofitted in Year 2.

~65 incoming freshmen (new; Year 1 in program — E2 Exposure-led content) · ~7–8 returning sophomores (Year 2 — need E3 Exploration-led content, not re-exposure; already saw the sectors) · ~8–10 returning juniors (Year 3 — Ambassador-eligible; need E4 Experience-led content + stipend structure confirmed before August) · 4–5 current juniors becoming the first senior cohort: the senior exit overlay must be designed, resourced, and staffed before November 7. These girls cannot wait for Year 2. Each one needs an individualized transition planning session, Future Ready Scholarship application support, and a sponsor-level T3 mentor who is actively advocating — not just advising — before the program even starts.

Design principle for Year 1: One shared program core (SAFE sessions, mixed small groups, portfolio arc, HelloInsight). Two intentional layers: (1) returning participant depth differentiated within small groups and portfolio complexity expectations — no separate tracks; (2) senior transition overlay for the graduating cohort, operating alongside the main program as an intensive exit experience, not a parallel curriculum.