# Public teacher key and next moves · Days 55 and 60

**Teacher-targeted and publicly accessible by URL.** Keep this page out of the learner handout until first responses are recorded. These are new cases relative to the lessons, **not secure exams**. If prior access matters, author a fresh parallel fiction. Pointing, speech/sign/AAC, drawing and adult-directed placement can be equivalent HASS evidence; record exact prompts and support. The author observed no real child/classroom outcome. Never score a child for declining a personal or local disclosure.

## Day 55 · Reed Room

1. **Positions:** Source 1 draws the picture board on the **LOW TABLE at LEFT** with tabletop and legs. Source 2 draws it on the **STAND at RIGHT** with splayed legs. Both sources are Jo's invented dated sketches; pointing to pictured shapes counts.
2. **Order and difference:** Source 1 is Story Day 1, Source 2 Story Day 2. The board's *drawn position* differs. The learner may say “Jo's first sketch puts it left; Jo's later sketch puts it right.” No direct classroom observation is supplied.
3. **Physical-action limit:** Neither map names who moved any physical object. A change between **paper drawings** alone does not establish that a real room changed or anyone used the board. If a child says Jo moved it, ask which words name Jo performing an action; none do.
4. **Open question:** Accept “Who moved a board?”, “Did anybody use it?”, “Was there a physical room?” or a suitably specific question. A school-approved dated observation or attributed account would be needed for a real case. One later fictional note might strengthen the paper story but still not certify a real event.

**Next move:** Sort a new invented map/map/after-note trio and state what each contributes. If secure, ask why two maps by one maker may leave other users' views unknown. Keep real K03 source requirements separate.

## Day 60 · Birch Room

1. **Map/type:** Source 1 draws a deep open **CARD TRAY LEFT** and broad **WORKTOP RIGHT**. Source 2 is Kai's **planned** ASHA first, LEN next order. Source 3 is **Len's later attributed report** of using the tray after Asha. There is no direct class observation.
2. **Order and duration:** Kai intends Asha then Len; Len says they used it after Asha. The note is one participant's statement, not a whole-group log. Neither source states how long either person had a turn. “First/next” cannot establish equal duration.
3. **Views and later location:** Asha prefers tray at left; Len **would prefer** it at right. A wish is not an account of a move. No later map or note gives the tray's later location. If a learner says it was right because Len wants it there, return to “would prefer.”
4. **Conclusion/question:** **A** is source-bound. **B** invents both a move and equal turns for everyone. Accept “Where was the tray later?”, “How long did each use it?”, “What did other participants say?” or “Did a real approved routine meet different users' needs?” as a missing-source question. Real implementation and effect require school-approved observation and voluntarily gathered views.

**Next move:** If types blur, put whole sections under MAP / PLAN / REPORT / VIEW / UNKNOWN. If secure, invite the learner to explain why an individual preference does not refute a report about turn order. K03/S01–S05 remain partial practice; K01/K02/K04 need authentic local sources and relevant cultural authority.

## Private recording line

Keep day, exact first response/point, named source, route and adult help, one evidenced strength, one unresolved distinction and next move under school privacy rules. Never upload completed child records to this public pack.