TLP Phase 3 Group #1

Technological assistance for low income families

Statement of your short and long term goals:

Our TLP project is on providing technological assistance to low-

income families. We have personal connections with family members that
have trouble with navigating tools needed for devices used during distance
learning. We also work with children and see the students and parents not
understanding what to do while trying to connect online with their students.
We want to provide resources to families to help them better understand
the technology used in the virtual classroom, and in order to achieve this
we will make a website with tutorials and one on one meeting with families
if needed.
Success means that we realized we have an important task and we
want to see where we are taking the correct steps and if it is benefiting our
audience. SUCCESS to us means ACHIEVEMENT, ACCOMPLISHMENT,
and having a final finished product that has been successfully executed by
our team with minor difficulties. An example of this would include our
website. Having our website up and running and providing families with
multiple resources that they will always have access to. We have included
multiple application step by step tutorials in order to help families navigate
their child's online schooling.
As a group, we had personal experience with seeing the digital divide
and how it was common that low-income families had trouble working/using
the technology needed for distant learning. We found that the best way to
keep on schedule is going by the assignment due dates for our class and
by having a calendar updated with events and times we will meet. It is the
most simple way to keep track of goals and deadlines.
Success for our team would be accomplishing elements of our project
and launching it. We looked at what success can be throughout our journey
of helping families. We can meet the deadlines that are set by our class.
But ultimately, we would like to see that we are organized and made as
many resources for families as we could. We know that everyone is going
through a difficult time. By the end of our launch we can be successful by
having one family benefit from our project. Our success is when others
succeed with our help.
Timeline for our project:
Group Meetings: Every tuesday 10pm (Catch up on what we missed from class)
Saturdays and sundays 6pm- TBA
Google calendar link :https://calendar.google.com/calendar/u/1/r/month

Short Term Goals Long Term Goals

Oct 27: Complete TLP Phase 2 November 30: have the website ready to
present in order to receive feedback to keep
making it better.

November 10: Finish peer feedback for other December 29: Families will continuously use
groups our website until the end of the semester if
they ever have any questions.

November 20: Launch our website January 10: Teachers will use and promote
our website in order to help their students and
parents who are still not familiar with online
applications.

November 27: Review users feedback February 1: if our website is going well, we
will upgrade our website and add more
tutorials on other online applications
requested by our users.

November 28: Add final touches to website March 20: have almost all online applications
and implement user ideas. included onto our website and start thinking
about making tutorials in other languages.
 Lesson plan #1:
Lesson plan for Zoom
Teacher: TLP Group Leader Class time: Office Hours Grade Level: N/A

General way that a TLP Group leader will run a zoom meeting with a parent to help them
understand.

Objective: Parents will have questions answered and be able to help students with distance learning
school work. They will have the knowledge of the app that will allow them to explain directions to their
children.

Anticipatory Set: Check for Understanding:

- State Objective to students
o “By the end of the lesson you will be able to work CFU #1: Ask Parent if they
_______ and help your child with their school work.” understand each step of the
powerpoint/directions (Varied
- Explain why it is important throughout presentation)
o Distance learning is something that has been hard
for many households it is important that you and
your child do not feel left behind. This knowledge CFU #2: Question poll (see closure)
will help make school time easier for your family

o These are common task that yourself and your child CFU #3: Ask parent to share screen
will deal with many times throughout your child’s and model the steps in working
education specific application (see
independent practice)
▪ Will give the household an opportunity to use
this outside of school, considering there are
many people dealing with the pandemic
virtually
- Grab attention
o Parents will submit what grade/s their child is in and
tell any info they need help with
o Tutor will give a fun fact about themselves

Input/Modeling:
Input:
Introduce the activity to class

“Today we will be looking at _________ and practice using it. This will
be a lesson and a mock trial as if you are helping your student
during class”
 - Give Introduction Breakdown
o Log in - share screen and show how to log onto
website
o Major Buttons - show the screen that will be seen
once user logs in and ask them what they already
know

- Work on explaining why teachers use the website for

school and how it is beneficial for students
o Write what therap Bullet point details

- Explain the parts that parents said they had trouble

with
o Identify the topic
o Summarize the passage in own words
o Find repetition of ideas

CFU #1: Ask If they understand the first parts

o A quick survey will be provided and they will be able
to show if the are understanding how the tutorial
will be

Guided Practice:
Walk through pictures in presentation and explain important
parts and answer questions

Share screen and show parents what can be done to

understand product

Closure: Questions:

Restate lesson objective: “Today we learned how to use _____” Questions will vary depending on
what lesson it is. It will consist of
Ask questions to show they understand product: the tutor asking questions to
“How would you explain _____ to your child” clarify what the parents need help
with.
CFU #2: Parents will complete a short survey at the end of the
presentation

Future Lesson: This should help you _____ in the future

(show user how this was helpful and how it can improve other
experiences with technology)

Independent Practice (CFU#3):

- Learners will be provided an invite to an activity for the app
they are learning
- They will be required to complete small task to show they
they understand how to use product
Adaptations:

- Different Learning Styles

o Visual learner- addressed with ice cream example.
▪ Visual learners need to see information to process well, rather than just hearing
the information. Teachers will draw examples as they explain the definitions. They
will be able to connect how it works with the visual.
o Auditory learner-addressed through verbal instruction and discussion from
teacher/peers
▪ Auditory learners need to listen, speak, and interact in order to learn. In the second
check for understanding they will be able to collaborate with the teacher and
express their thought process. It will help them connect ideas while speaking.
o Kinesthetic Leander- addressed through activities on nearpod
▪ Kinesthetic learners need to be physically active or hands on while learning.
During the Nearpod lesson, they will work with practicing how to use the
technology and answer knowledge check
- Adaptations for English Learners :
o We have TLP members that will give the lesson in Spanish or half and half
- Technology
o will be implemented as parents will follow along in lesson on Nearpod using Tech at
home
o Users will be given lesson over zoom

Duration: 10-30 Minutes

Lesson Plan #2
Lesson Plan for Class Dojo

Teacher: TLP Group Leader Class time: Office Hours Grade Level: N/A

General way that a TLP Group leader will run a zoom meeting with a parent to help them
understand how to navigate class dojo.

Objective: Parents will have the knowledge of Class Dojo, the app, that will allow them to explain
directions to their children.

Anticipatory Set: Check for Understanding:

 - State Objective to students
o “By the end of the lesson you will be able to work CFU #1: Ask Parent if they
Class Dojo and help your child with their school work.” understand each step of the
powerpoint/directions (Varied
- Explain why it is important throughout presentation)
o Distance learning is something that has been hard
for many households it is important that you and
your child do not feel left behind. This knowledge CFU #2: Question poll (see closure)
will help make school time easier for your family

o It can give parents a detailed look into how their CFU #3: Ask parent to share screen
children act during the school day. and model the steps in working
specific application (see
o These are common task that yourself and your child independent practice)
will deal with many times throughout your child’s
education

▪ Will give the household an opportunity to use

this outside of school, considering there are
many people dealing with the pandemic
virtually
- Grab attention
o Parents will submit what grade/s their child is in and
tell any info they need help with
o Tutor will give a fun fact about themselves

Input/Modeling:
Input:
Introduce the activity to class

“Today we will be looking at Class Dojo and practice using it. This
will be a lesson and a mock trial as if you are helping your student
during class”

- Give Introduction Breakdown

o Log in - share screen and show how to log onto
website
o Major Buttons - show the screen that will be seen
once user logs in and ask them what they already
know
o Show them what each section means and what
different points mean
 - Work on explaining why teachers use the website for
school and how it is beneficial for students
o Write what therap Bullet point details
o Tell why class Dojo works so well

- Explain the parts that parents said they had trouble

with
o Identify the important steps
o Show them how to log on and what to look for

CFU #1: Ask If they understand the first parts

o A quick survey will be provided and they will be able
to show if the are understanding how the tutorial
will be

Guided Practice:
Walk through pictures in presentation and explain important
parts and answer questions

Share screen and show parents what can be done to

understand product

Closure: Questions:

Restate lesson objective: “Today we learned how to use parent Questions will vary depending on
features on messaging teachers and viewing students work” what lesson it is. It will consist of
the tutor asking questions to
Ask questions to show they understand product: clarify what the parents need help
“How would you explain CLass Dojo to your child” with.

CFU #2: Parents will complete a short survey at the end of the
presentation

Future Lesson: This should help you use Class Dojo in the future
(show user how this was helpful and how it can improve other
experiences with technology)

Independent Practice (CFU#3):

- Learners will be provided an invite to an activity for the app
they are learning
- They will be required to complete small task to show they
they understand how to use product
Adaptations:

- Different Learning Styles

o Visual learner- addressed with ice cream example.
▪ Visual learners need to see information to process well, rather than just hearing
the information. Teachers will draw examples as they explain the definitions. They
will be able to connect how it works with the visual.
o Auditory learner-addressed through verbal instruction and discussion from
teacher/peers
▪ Auditory learners need to listen, speak, and interact in order to learn. In the second
check for understanding they will be able to collaborate with the teacher and
express their thought process. It will help them connect ideas while speaking.
o Kinesthetic Leander- addressed through activities on nearpod
▪ Kinesthetic learners need to be physically active or hands on while learning.
During the Nearpod lesson, they will work with practicing how to use the
technology and answer knowledge check
- Adaptations for English Learners :
o We have TLP members that will give the lesson in spanish or half and half
- Technology
o will be implemented as Parents will follow along in lesson on Nearpod using Tech at
home
o Users will be given lesson over zoom

Duration: 10-30 Minutes

Lesson Plan #3
Lesson Plan for Google Classroom

Teacher: TLP Group Leader Class time: Office Hours Grade Level: N/A

General way that a TLP Group leader will run a zoom meeting with a parent to help them
understand how to navigate Google Classroom.

Objective: Parents will have the knowledge of Google Classroom, the app, that will allow them to explain
directions to their children.

Anticipatory Set: Check for Understanding:

- State Objective to students
o “By the end of the lesson you will be able to work on CFU #1: Ask Parent if they
how to navigate google classroom and help your child understand each step of the
with their school work.” powerpoint/directions (Varied
throughout presentation)
- Explain why it is important
 o Distance learning is something that has been hard
for many households it is important that you and CFU #2: Question poll (see closure)
your child do not feel left behind. This knowledge
will help make school time easier for your family
CFU #3: Ask parent to share screen
o It can give parents a detailed look into how their and model the steps in working
children act during the school day. specific application (see
independent practice)
o These are common task that yourself and your child
will deal with many times throughout your child’s
education

▪ Will give the household an opportunity to use

this outside of school, considering there are
many people dealing with the pandemic
virtually
- Grab attention
o Parents will submit what grade/s their child is in and
tell any info they need help with
o Tutor will give a fun fact about themselves

Input/Modeling:
Input:
Introduce the activity to class

“Today we will be looking at Google Classrrom and practice using

it. This will be a lesson and a mock trial as if you are helping your
student during class”

- Give Introduction Breakdown

o Log in - share screen and show how to log onto
website
o Major Buttons - show the screen that will be seen
once user logs in and ask them what they already
know
o Show them what each section means and what
different points mean

- Work on explaining why teachers use the website for

school and how it is beneficial for students
o Write what therap Bullet point details
 o Tell why Google Classroom works so well

- Explain the parts that parents said they had trouble

with
o Identify the important steps
o Show them how to log on and what to look for

CFU #1: Ask If they understand the first parts

o A quick survey will be provided and they will be able
to show if the are understanding how the tutorial
will be

Guided Practice:
Walk through pictures in presentation and explain important
parts and answer questions

Share screen and show parents what can be done to

understand product

Closure: Questions:

Restate lesson objective: “Today we learned how to use parent Questions will vary depending on
features on messaging teachers and viewing students work” what lesson it is. It will consist of
the tutor asking questions to
Ask questions to show they understand product: clarify what the parents need help
“How would you explain Google Classroom to your child” with.

CFU #2: Parents will complete a short survey at the end of the
presentation

Future Lesson: This should help you use Google Classroom in the
future
(show user how this was helpful and how it can improve other
experiences with technology)

Independent Practice (CFU#3):

- Learners will be provided an invite to an activity for the app
they are learning
- They will be required to complete small task to show they
they understand how to use product
Adaptations:

- Different Learning Styles

o Visual learner- addressed with ice cream example.
 ▪ Visual learners need to see information to process well, rather than just hearing
the information. Teachers will draw examples as they explain the definitions. They
will be able to connect how it works with the visual.
o Auditory learner-addressed through verbal instruction and discussion from
teacher/peers
▪ Auditory learners need to listen, speak, and interact in order to learn. In the second
check for understanding they will be able to collaborate with the teacher and
express their thought process. It will help them connect ideas while speaking.
o Kinesthetic Leander- addressed through activities on nearpod
▪ Kinesthetic learners need to be physically active or hands on while learning.
During the Nearpod lesson, they will work with practicing how to use the
technology and answer knowledge check
- Adaptations for English Learners :
o We have TLP members that will give the lesson in spanish or half and half
- Technology
o will be implemented as Parents will follow along in lesson on Nearpod using Tech at
home
o Users will be given lesson over zoom

Duration: 10-30 Minutes

Lesson Plan #4
Lesson Plan for EPIC

Teacher: TLP Group Leader Class time: Office Hours Grade Level: N/A

General way that a TLP Group leader will run a zoom meeting with a parent to help them
understand how to navigate the EPIC technological application.

Objective: Parents will have the knowledge of EPIC , the app, that will allow them to explain directions to
their children.

Anticipatory Set: Check for Understanding:

- State Objective to students
o “By the end of the lesson you will be able to work in CFU #1: Ask Parent if they
EPIC and help their child navigate EPIC.” understand each step of the
powerpoint/directions (Varied
- Explain why it is important throughout presentation)
o Distance learning is something that has been hard
for many households it is important that you and
your child do not feel left behind. This knowledge CFU #2: Question poll (see closure)
will help make school time easier for your family
 o It can give parents a detailed look into how their CFU #3: Ask parent to share screen
children act during the school day. and model the steps in working
specific application (see
o These are common task that yourself and your child independent practice)
will deal with many times throughout your child’s
education

▪ Will give the household an opportunity to use

this outside of school, considering there are
many people dealing with the pandemic
virtually
- Grab attention
o Parents will submit what grade/s their child is in and
tell any info they need help with
o Tutor will give a fun fact about themselves

Input/Modeling:
Input:
Introduce the activity to class

“Today we will be looking at EPIC and practice using it. This will be
a lesson and a mock trial as if you are helping your student during
class”

- Give Introduction Breakdown

o Log in - share screen and show how to log onto
website
o Major Buttons - show the screen that will be seen
once user logs in and ask them what they already
know
o Show them what each section means and what
different points mean

- Work on explaining why teachers use the website for

school and how it is beneficial for students
o Write what therap Bullet point details
o Tell why EPIC works so well

- Explain the parts that parents said they had trouble

with
o Identify the important steps
 o Show them how to log on and what to look for

CFU #1: Ask If they understand the first parts

o A quick survey will be provided and they will be able
to show if the are understanding how the tutorial
will be

Guided Practice:
Walk through pictures in presentation and explain important
parts and answer questions

Share screen and show parents what can be done to

understand product

Closure: Questions:

Restate lesson objective: “Today we learned how to use parent Questions will vary depending on
features on messaging teachers and viewing students work” what lesson it is. It will consist of
the tutor asking questions to
Ask questions to show they understand product: clarify what the parents need help
“How would you explain EPIC to your child” with.

CFU #2: Parents will complete a short survey at the end of the
presentation

Future Lesson: This should help you use EPIC in the future
(show user how this was helpful and how it can improve other
experiences with technology)

Independent Practice (CFU#3):

- Learners will be provided an invite to an activity for the app
they are learning
- They will be required to complete small task to show they
they understand how to use product
Adaptations:

- Different Learning Styles

o Visual learner- addressed with ice cream example.
▪ Visual learners need to see information to process well, rather than just hearing
the information. Teachers will draw examples as they explain the definitions. They
will be able to connect how it works with the visual.
o Auditory learner-addressed through verbal instruction and discussion from
teacher/peers
▪ Auditory learners need to listen, speak, and interact in order to learn. In the second
 check for understanding they will be able to collaborate with the teacher and
express their thought process. It will help them connect ideas while speaking.
o Kinesthetic Leander- addressed through activities on nearpod
▪ Kinesthetic learners need to be physically active or hands on while learning.
During the Nearpod lesson, they will work with practicing how to use the
technology and answer knowledge check
- Adaptations for English Learners :
o We have TLP members that will give the lesson in spanish or half and half
- Technology
o will be implemented as Parents will follow along in lesson on Nearpod using Tech at
home
o Users will be given lesson over zoom

Duration: 10-30 Minutes

Lesson Plan #5
Lesson Plan for Nearpod
Teacher: TLP Group Leader Class time: Office Hours Grade Level: N/A

General way that a TLP Group leader will run a zoom meeting with a parent to help them
understand how to navigate Nearpod.

Objective: Parents will have the knowledge of Nearpod, the app, that will allow them to explain
directions to their children.

Anticipatory Set: Check for Understanding:

- State Objective to students
o “By the end of the lesson you will be able to work on CFU #1: Ask Parent if they
nearpod and help your child with navigating and understand each step of the
understanding how nearpod works.” powerpoint/directions (Varied
throughout presentation)
- Explain why it is important
o Distance learning is something that has been hard
for many households it is important that you and CFU #2: Question poll (see closure)
your child do not feel left behind. This knowledge
will help make school time easier for your family
CFU #3: Ask parent to share screen
o It can give parents a detailed look into how their and model the steps in working
children act during the school day. specific application (see
independent practice)
o These are common task that yourself and your child
 will deal with many times throughout your child’s
education

▪ Will give the household an opportunity to use

this outside of school, considering there are
many people dealing with the pandemic
virtually
- Grab attention
o Parents will submit what grade/s their child is in and
tell any info they need help with
o Tutor will give a fun fact about themselves

Input/Modeling:
Input:
Introduce the activity to class

“Today we will be looking at Nearpod and practice using it. This

will be a lesson and a mock trial as if you are helping your student
during class”

- Give Introduction Breakdown

o Log in - share screen and show how to log onto
website
o Major Buttons - show the screen that will be seen
once user logs in and ask them what they already
know
o Show them what each section means and what
different points mean

- Work on explaining why teachers use the website for

school and how it is beneficial for students
o Write what therap Bullet point details
o Tell why nearpod works so well

- Explain the parts that parents said they had trouble

with
o Identify the important steps
o Show them how to log on and what to look for

CFU #1: Ask If they understand the first parts

o A quick survey will be provided and they will be able
 to show if the are understanding how the tutorial
will be

Guided Practice:
Walk through pictures in presentation and explain important
parts and answer questions

Share screen and show parents what can be done to

understand product

Closure: Questions:

Restate lesson objective: “Today we learned how to use parent Questions will vary depending on
features on messaging teachers and viewing students work” what lesson it is. It will consist of
the tutor asking questions to
Ask questions to show they understand product: clarify what the parents need help
“How would you explain nearpod to your child” with.

CFU #2: Parents will complete a short survey at the end of the
presentation

Future Lesson: This should help you use nearpod in the future
(show user how this was helpful and how it can improve other
experiences with technology)

Independent Practice (CFU#3):

- Learners will be provided an invite to an activity for the app
they are learning
- They will be required to complete small task to show they
they understand how to use product
Adaptations:

- Different Learning Styles

o Visual learner- addressed with ice cream example.
▪ Visual learners need to see information to process well, rather than just hearing
the information. Teachers will draw examples as they explain the definitions. They
will be able to connect how it works with the visual.
o Auditory learner-addressed through verbal instruction and discussion from
teacher/peers
▪ Auditory learners need to listen, speak, and interact in order to learn. In the second
check for understanding they will be able to collaborate with the teacher and
express their thought process. It will help them connect ideas while speaking.
o Kinesthetic Leander- addressed through activities on nearpod
▪ Kinesthetic learners need to be physically active or hands on while learning.
 During the Nearpod lesson, they will work with practicing how to use the
technology and answer knowledge check
- Adaptations for English Learners :
o We have TLP members that will give the lesson in spanish or half and half
- Technology
o will be implemented as Parents will follow along in lesson on Nearpod using Tech at
home
o Users will be given lesson over zoom

Duration: 10-30 Minutes

Rubric For Users:

(TLP Group Member will give to user during Zoom
meeting)

Questions Excellent Satisfactory Needs work

Can the user User is able The user is User still has
work the app to work the able to log on trouble
app and and use some working app
knows the functions and still
major needs
functions guidance
Can the user They can The user can The user
Explain the easily explain give a vague gives a small
 app to the app to explanation of explanation
another another what the app and misses
person person and is main points of
knows the the app
app well
Were they They They The user got
able to answered all answered most of the
successfully questions most of the questions
answer the from the quiz questions from the quiz
random correct from the quiz wrong
question quiz correct

Feedback from the users:

Ana Rodriguez,
I was searching for more information on how to navigate my kid’s assignments when I came
across this website. The graphics of this website is amazing and soothing. It is easy to navigate
and it also has Spanish included.
Oscar Nunez,
I really like how the presentations had both Spanish and an English version. One thing I would
have liked to see is virtual tutorials on zoom for more assistance.
Carrie Smith
I thought the office hours that were included were good times for me especially since I work.
One thing that I didn’t see was a presentation on Schoology. My kids use Schoology and I'm not
sure how to navigate it. But the rest of the presentations were very helpful for my other kids.
David Johnson,
When I was navigating through the website to see what the product they are talking about but
was able to find presentations in English and Spanish. The Epic presentation was repeated
twice and only in English unlike the other presentations were bilingual. The presentations were
helpful.
Steven Crater:
I thought this website was very easy to navigate through. The presentations were very helpful
for me and my kids. The office hours worked out for me and my wife.

Spanish feedback:
Silvia Calderon:
Me gusta este sitio web porque tiene muchos recursos para que yo pueda ayudar a mis hijos.
Ellos usan teams y zoom. Tenía un poco de trabajo entendiendo como usar zoom pero sus
instrucciones en español me ayudaron mucho. Solo quería que también tuvieran ayuda para
teams.
Fatima Jaimes:
Este sitio web está bien organizado! Muchisimas gracias por su ayuda. Me gusto que tenían los
pasos directos y no tenía que preocuparme de tratar de entenderlo en inglés. El sitio web
también es muy fácil de seguir. No tenían muchos botones que me confundieran,
Marcos Garcia:
Cuando trate de navegar el sitio web, pensé que no podría encontrar ayuda en español. Pero
luego si lo tenían y me gustó esta parte. Lo único que diría sería que traten de incluir juntas con
horarios específicos. Yo trabajo mucho y a veces no puedo mandarles un mensaje para poder
comunicarnos a solas para que me ayuden.