Kematz'ib' Platform

\n

System overview

\n

Wireframes, user flows, and architectural specifications for the Kematz'ib' Literacy Platform.

\n

\n\n

\n \n

\n This page introduces the Kematz'ib' Platform—a public-facing overview of a literacy and cultural learning ecosystem designed for students, families, educators, and communities. It explains how the platform supports Indigenous languages, storytelling, and culturally responsive education through accessible technology.\n

\n\n \n

\n

👤 USER LAYER

\n

Students (K-12)

\n

Teachers/Educators

\n

Families/Parents

\n

Community Elders

\n

🤖 AI LAYER

\n

Teacher GPT Assistant

\n

Translation Engine

\n

Content Generator

\n

Assessment AI

\n

📚 CONTENT LAYER

\n

Trilingual Stories

\n

Poetry Collection

\n

Vocabulary Database

\n

Cultural Resources

\n

\n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n

Component	Primary Users	Key Functions	Technology Stack
Kematz'ib' Student App	Students, Families	Interactive stories, vocabulary learning, poetry creation, audio playback	React Native, Firebase, AWS
Teacher GPT Assistant	Educators, ESL Teachers	Lesson planning, cultural guidance, translation support, resource generation	OpenAI GPT-4, Custom Training
Content Management	Administrators	Story uploads, vocabulary management, community contributions	Node.js, MongoDB, S3
Analytics Dashboard	Educators, Researchers	Progress tracking, engagement metrics, learning outcomes	D3.js, PostgreSQL

\n\n

About this page: This public version focuses on vision, design principles, and educational purpose rather than internal development details.

Legend: Color coding and notation in the diagrams indicate processes, decisions, AI steps, user input, outputs, and data sources.\n

\n

Teacher GPT assistant

\n

End-to-end user flow, feature modules, interface wireframe, and query-processing logic.

\n

\n\n

\n \n

\n The Kematz'ib' Teacher GPT is a custom-trained AI assistant designed to support K-12 educators working with Guatemalan Mayan-speaking students. It provides culturally responsive guidance, lesson planning support, translation assistance, and resources for creating inclusive classroom environments.\n

\n\n \n

\n

🎓 TEACHER ENTERS
GPT INTERFACE

\n

↓

\n

Verify Educator
Credentials

\n →\n

Load Teacher
Profile & Context

\n

↓

\n

Teacher Enters
Query/Request

\n

↓

\n

🤖 AI Intent
Classification

\n

↓

\n

Query Type?

\n

↓ ↓ ↓ ↓

\n

📝 Lesson
Planning

\n

🌍 Cultural
Guidance

\n

🔤 Translation
Support

\n

📚 Resource
Generation

\n

↓ ↓ ↓ ↓

\n

🤖 GPT PROCESSES WITH
Indigenous Knowledge Base + HCD Principles

\n

↓

\n

Cultural
Sensitivity Check

\n

↓

\n

✅ Generate
Response

\n →\n

Teacher Reviews
& Applies

\n

↓

\n

Log Interaction
for Improvement

\n →\n

🔄 READY FOR
NEXT QUERY

\n

\n\n

\n Human oversight protocol: AI-generated content passes through a cultural sensitivity filter trained on community-validated Mayan knowledge. Teachers should verify cultural details with community members when implementing sensitive content.\n

\n

\n\n

\n \n

\n

📝 LESSON PLANNING MODULE

\n

• Generate culturally responsive lesson plans
\n • Integrate Mayan languages into curriculum
\n • Create differentiated activities by proficiency
\n • Align with state standards (Nebraska)

\n

🌍 CULTURAL GUIDANCE MODULE

\n

• Explain Mayan cultural practices & traditions
\n • Provide context on Guatemalan history
\n • Guide appropriate cultural representations
\n • Support trauma-informed approaches

\n

🔤 TRANSLATION SUPPORT MODULE

\n

• Q'anjob'al ↔ Spanish ↔ English translation
\n • K'iche' ↔ Spanish ↔ English translation
\n • Pronunciation guides with audio
\n • Common classroom phrases library

\n

📚 RESOURCE GENERATION MODULE

\n

• Create trilingual worksheets
\n • Generate vocabulary cards
\n • Design cultural celebration guides
\n • Produce parent communication templates

\n

\n\n \n

\n

\n 🤖 Kematz'ib' Teacher Assistant
\n Powered by GPT-4 | Human-Centered Design × Indigenous Knowledge\n

\n

\n I have a new student from Guatemala who speaks Q'anjob'al. How can I make them feel welcome and support their learning?\n

\n

\n Welcome your new Q'anjob'al-speaking student! Here are culturally responsive strategies:

\n 1. Initial Welcome: Learn to say \"Tzet awach\" (How are you?) in Q'anjob'al. This shows respect for their heritage.

\n 2. Visual Supports: Create a trilingual word wall (Q'anjob'al–Spanish–English). Many students are stronger in Spanish as a bridge language.

\n 3. Cultural Connection: Q'anjob'al speakers often come from Huehuetenango region. Display a map of Guatemala highlighting their home area.

\n 4. Family Engagement: Generate a welcome letter in Spanish that acknowledges their Q'anjob'al heritage…

\n Would you like me to create specific materials for any of these strategies?\n

\n

Yes, please create a trilingual vocabulary list for classroom objects.

\n

\n 📋 Trilingual Classroom Vocabulary\n \n \n \n \n \n \n

English	Spanish	Q'anjob'al
book	libro	wuj
pencil	lápiz	tz'ib'al
teacher	maestro/a	tijonel
friend	amigo/a	ewi'il

\n ⚠️ Note: Verify spelling and pronunciation with native speakers or the student's family/community resources.\n

\n

\n \n \n

\n

\n\n

\n \n

\n The following decision tree illustrates how the Teacher GPT processes incoming queries and routes them to appropriate response modules while maintaining cultural sensitivity and human-centered design principles.\n

\n\n

\n

📥 TEACHER QUERY INPUT

\n

↓

\n

Natural Language
Processing (NLP)

\n

↓

\n

Contains Mayan
Language Terms?

\n

\n YES ↙\n ↘ NO\n

\n

Access Mayan
Language Database

\n \n

Standard
Processing

\n

↓

\n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n

Category	Trigger Keywords	Response Module	Output Type
Lesson Planning	lesson, activity, teach, curriculum, standard	Curriculum Generator	Lesson plans, activities, rubrics
Cultural Context	culture, tradition, Guatemala, Maya, practice	Cultural Knowledge Base	Explanations, resources, guidance
Translation	translate, say, word, phrase, Q'anjob'al, K'iche'	Translation Engine	Translations, pronunciation, audio
Student Support	help, support, welcome, accommodate, trauma	Intervention Advisor	Strategies, accommodations, referrals
Parent Communication	parent, family, letter, meeting, home	Communication Generator	Letters, scripts, translation pairs
Resource Request	worksheet, material, poster, book, video	Resource Library + Generator	Printables, links, custom materials

\n\n

\n Indigenous knowledge integration: The assistant relies on validated content from the Kematz'ib' knowledge base, community-verified cultural guidance, and language resources. It should recommend verification for culturally sensitive topics.\n

\n

Student literacy app

\n

Mobile wireframes: home, story library, reading view, vocabulary, poetry, and culture modules.

\n

\n\n

\n \n

The following wireframes illustrate primary screens and UI patterns for the student-facing application, designed for K–12 learners and families.

\n\n

\n

Kematz'ib'

\n Mayan Language & Stories\n

\n

🦅

\n

Saq'ulew, Maria!

\n

Good morning!

\n

\n \n \n \n \n

\n

🏠Home

\n

📊Progress

\n

👤Profile

\n

Home Screen

\n

\n\n

\n

📖 Stories

\n Choose your adventure\n

\n

🦸

\n

Ixbalanqué y el árbol

\n

Q'anjob'al • Spanish • English

\n

\n Ages 12+\n NEW\n

\n

👧

\n

Ixkik: El corazón

\n

K'iche' • Spanish • English

\n Ages 4–6\n

\n

⚽

\n

Hun y el fútbol

\n

K'iche' • Spanish • English

\n Ages 6–12\n

\n

🏠Home

\n

📊Progress

\n

👤Profile

\n

Story Library

\n

\n\n

\n

\n ← Back | Ixbalanqué | Page 3/24\n

\n

\n 🦅🌳\n

\n

\n Q'anjob'al:
\n Ay jun te' yet chi yul sat tx'otx'...\n 🔊\n

\n

\n Español:
\n Había un árbol en medio de la tierra...\n

\n

\n English:
\n There was a tree in the middle of the earth...\n

\n

\n \n \n

\n

Reading View (Trilingual)

\n

\n\n

\n \n

\n

📝 Vocabulary

Today's Words

\n

🌳

\n

te'

\n

tree / árbol

\n

\n \n \n

\n

\n Example:
\n \"Ay jun te' yet chi yul sat tx'otx'\"
\n \"There was a tree in the middle of the earth\"\n

\n

\n Progress: 12/20 words\n ⭐ 85%\n

\n

🏠Home

\n

📊Progress

\n

👤Profile

\n

Vocabulary Flashcard

\n

\n\n

\n

🎤 Poetry

Create & Share

\n

Featured Poem

\n

\"Hin k'u'il, hin ab'xub'al...\"

\n

— by Ixbalanqué

\n \n

\n

Your Poems

\n

Mi idioma

\n

Draft • K'iche'

\n

\n ✏️\n

\n \n

\n

🏠Home

\n

📊Progress

\n

👤Profile

\n

Poetry Creation

\n

\n\n

\n

🌎 Culture

Explore Guatemala

\n

\n 🗺️ 🇬🇹\n

\n

📜

Popol Vuh

\n

🎵

Music

\n

🎨

Art

\n

🎉

Traditions

\n

🎬 Featured Video

\n

Huehuetenango: Land of the Q'anjob'al

\n

🏠Home

\n

📊Progress

\n

👤Profile

\n

Cultural Exploration

\n

\n\n \n \n \n \n \n \n \n \n

Principle	Implementation	Rationale
Trilingual Parity	Equal visual weight for all three languages; no language positioned as \"primary\"	Validates heritage languages as equal to English
Audio-First	Every text element has associated native speaker audio	Supports oral tradition; aids pronunciation learning
Cultural Authenticity	Imagery reflects actual Mayan iconography; community-validated content	Respects Indigenous knowledge; avoids stereotypes
Family Integration	Shareable content; parent dashboard; elder contribution features	Supports intergenerational transmission
Offline Capability	Core features work without internet connection	Ensures accessibility in rural/underserved areas

\n

User journey maps

\n

Student end-to-end learning flow and teacher workflow integration.

\n

\n\n

\n \n

This journey map illustrates the complete student experience from initial app download through sustained engagement and cultural connection.

\n\n

\n

📱 DOWNLOAD
APP

\n →\n

Create Profile
(Name, Languages)

\n →\n

AI Recommends
Starting Point

\n →\n

Onboarding
Tutorial

\n

↓

\n

Choose First
Story

\n →\n

Read Trilingual
Content

\n →\n

Tap Words
for Audio

\n →\n

Save Vocabulary
to Review

\n

↓

\n

Complete
Story Quiz

\n →\n

Earn Badge
🏅

\n →\n

Adaptive
Recommendations

\n →\n

Continue or
Explore?

\n

↓

\n

Practice
Vocabulary

\n →\n

Record Own
Poetry

\n →\n

Share with
Family

\n →\n

🔄 DAILY
ENGAGEMENT

\n

\n\n

\n \n

This flow demonstrates how the Teacher GPT integrates with daily classroom workflow for educators serving Mayan-speaking students.

\n\n

\n

📅 PLANNING
PERIOD

\n →\n

Identify
Student Needs

\n →\n

🤖 Query
Teacher GPT

\n →\n

Receive
Resources

\n

↓

\n

Customize for
Classroom

\n →\n

Need Cultural
Verification?

\n →\n

Consult Family
or Community

\n →\n

Implement in
Lesson

\n

↓

\n

🎓 CLASS
TIME

\n →\n

Use Trilingual
Materials

\n →\n

Students Use
App

\n →\n

Track
Progress

\n

↓

\n

Review Analytics
Dashboard

\n →\n

🤖 GPT Suggests
Interventions

\n →\n

Adjust
Instruction

\n →\n

🔄 CONTINUOUS
IMPROVEMENT

\n

Technical architecture

\n

System integration layers, data flow, and privacy/security considerations.

\n

\n\n

\n \n\n

\n

👤 USER INTERFACE LAYER

\n

Student App
(iOS/Android/PWA)

\n

Teacher GPT
(Web Interface)

\n

Family Portal
(Web/App)

\n

Admin Dashboard
(Web)

\n

\n\n

↕️

\n\n

\n

🔌 API & INTEGRATION LAYER

\n

REST API
Gateway

\n

Authentication
(OAuth 2.0)

\n

CDN
(Media)

\n

WebSocket
(Real-time)

\n

\n\n

↕️

\n\n

\n

🤖 AI PROCESSING LAYER

\n

GPT-4 Engine
Teacher Assistant

\n

Translation API
Q'anjob'al/K'iche'

\n

Speech-to-Text
Pronunciation

\n

Cultural Filter
Human Oversight

\n

\n\n

↕️

\n\n

\n

💾 DATA & CONTENT LAYER

\n

PostgreSQL
User Data

\n

MongoDB
Content/Stories

\n

S3 Bucket
Audio/Media

\n

Redis
Cache/Sessions

\n

\n\n \n

\n

Student
Interaction

\n →\n

Event
Logging

\n →\n

Analytics
Pipeline

\n →\n

AI Progress
Analysis

\n →\n

Teacher
Dashboard

\n

\n\n \n \n \n \n \n \n

Requirement	Implementation	Compliance
Student Data Protection	End-to-end encryption; minimal data collection	COPPA, FERPA
Indigenous Data Sovereignty	Community ownership clauses; opt-out options	CARE Principles
AI Content Filtering	Human-in-the-loop validation; cultural review	Ethical AI Guidelines

\n

Implementation specifications

\n

Teacher GPT training specs and mobile app technical requirements.

\n

\n\n

\n \n \n \n \n \n \n \n \n \n

Component	Specification	Source/Validation
Base Model	GPT-4 Turbo with custom system prompt	OpenAI API
Knowledge Base	Kematz'ib' dissertation content, Mayan language resources, cultural guides	Community-validated sources
Language Data	Q'anjob'al vocabulary (2,000+ terms), K'iche' vocabulary (2,500+ terms)	Academia de Lenguas Mayas
Cultural Content	Popol Vuh excerpts, tradition guides, regional customs	Elder interviews, academic sources
Educational Standards	Nebraska state curriculum standards, WIDA descriptors	NDE, WIDA Consortium
Safety Filters	Cultural appropriation detection, stereotype avoidance	Custom training + human review

\n\n \n

\n

## SYSTEM PROMPT: Kematz'ib' Teacher Assistant ##

\n You are an AI assistant specialized in supporting K-12 educators\n\n working with Guatemalan Mayan-speaking students in Nebraska.\n\n\n CORE PRINCIPLES:\n\n 1. Human-Centered Design: Prioritize student wellbeing & dignity\n\n 2. Cultural Sensitivity: Respect Indigenous knowledge systems\n\n 3. Linguistic Equity: Treat all languages as equally valid\n\n 4. Community Validation: Recommend verification for cultural content\n\n\n KNOWLEDGE DOMAINS:\n\n - Q'anjob'al & K'iche' (vocabulary, phrases)\n\n - Guatemalan geography, history, cultural practices\n\n - Popol Vuh mythology and educational applications\n\n - Trauma-informed teaching for immigrant students\n\n - Nebraska K-12 standards and ESL strategies\n\n\n RESPONSE GUIDELINES:\n\n - Acknowledge limits of AI-generated cultural content\n\n - Recommend community/family consultation for sensitive topics\n\n - Provide trilingual resources when possible\n\n - Provide pronunciation support for Mayan terms\n\n - Cite sources when referencing specific cultural practices\n

\n

\n\n

\n \n

\n

📱 Platform Support

• iOS 14+ (iPhone 8 and newer)
• Android 10+ (API level 29)
• Progressive Web App (Chrome, Safari, Firefox)
• Tablet-optimized layouts

\n

🔊 Audio System

• Native speaker recordings (48kHz/16-bit)
• Streaming with offline caching
• Variable playback speed (0.5x–1.5x)
• Background audio support

\n

📶 Offline Capability

• Core stories downloadable (50MB each)
• Vocabulary database syncs locally
• Progress tracking queued for sync
• Graceful degradation without network

\n

♿ Accessibility

• WCAG 2.1 AA compliance
• VoiceOver/TalkBack support
• Dyslexia-friendly font option
• High contrast mode

\n

\n\n

\n Indigenous data sovereignty note: User-generated content (poetry recordings, family stories) remains the intellectual property of the creating family/community. The platform acts only as a hosting service with explicit consent protocols.\n

\n

Launch checklist

\n

Phased implementation plan from foundation to launch and ongoing evaluation.

\n

\n\n

\n \n\n

\n

✅ Phase 1: Foundation

\n

\n ☐ GPT system prompt finalized
\n ☐ Knowledge base compiled & validated
\n ☐ Cultural review committee established
\n ☐ API architecture designed
\n ☐ Database schema defined\n

\n

🔄 Phase 2: Development

\n

\n ☐ Teacher GPT beta deployment
\n ☐ Student app MVP (iOS/Android)
\n ☐ Content management system
\n ☐ Audio recording integration
\n ☐ Progress tracking system\n

\n

🧪 Phase 3: Testing

\n

\n ☐ Teacher pilot (Nebraska schools)
\n ☐ Student usability testing
\n ☐ Community content validation
\n ☐ Accessibility audit
\n ☐ Security penetration testing\n

\n

🚀 Phase 4: Launch

\n

\n ☐ App store submissions
\n ☐ Teacher training program
\n ☐ Community launch events
\n ☐ Analytics dashboard live
\n ☐ Ongoing evaluation protocol\n

\n

\n\n

\n

KEMATZ'IB' MODEL

\n

Human-Centered Design × Artificial Intelligence × Indigenous Knowledge

\n

\"Technology in service of language revitalization, cultural preservation, and community empowerment\"

\n

Kematz'ib' Multimodal Interactive Explanation