Days 171–174/176–179 integrate this route into ordinary 25-minute scripts. No actual K03 records have been collected. No child, location or speaker data in this repository. Full A–F paper route is runnable if actual access/permission/accounts/reader/action is unavailable; preserve any genuine partial records separately, never filling real fields with fiction.
Educator preflight · before Day 171
- Choose a safely observable familiar shared learning place, for example an existing class picture-display/table space. Privately confirm child familiarity/connection/belonging through chosen words/established communication or authorised existing educator evidence. A visit doesn't prove belonging. Offer another approved familiar place, private answer, pass or paper route; don't infer culture/identity/preferences/needs from appearance or selected response.
- Approve stable view/access/source methods: direct looking, exact attributed on-site adult description, permitted touch of broad safe features or approved dated image with view/source. Record actual date/time, view/method and limits. Select one/two ordinary features and make only source-backed picture/word cues. No address, child photo/name, borrowing history, private work or public identity data required; hidden/unseen regions stay unobserved. No climbing/reaching/open cupboards or furniture movement.
- Invite a willing adult familiar with the place or select approved exact account with owner/source ID, date/place relevance, permission and review status. Ask “What matters to you here? Why?” Record exact words/time/source/permission/correction. Second willing account optional; one genuine particular-person meaning can suffice. Accept neutral account/decline; no required positive reason, private disagreement or family/cultural disclosure. One speaker doesn't represent everyone.
- Source the actual care procedure and responsible adult/document/date: “How can we look after this part?” and “What may we put here, and where does it go back?” Choose a modest useful task only within approval: prepare a private two-feature display kit for the owner, temporarily place approved picture pages on an approved tabletop/holder, or return those approved pages to the designated folder/space. Do not install on walls/boards, move furniture, remove existing work, use cleaning substances or label an old layout unsafe/inaccessible without actual approved scope. Physical care action is optional; a sourced explanation can show how looked after.
- Obtain distinct permission for observation/quotation/recording, feature-page making/materials, temporary layout location, trial/audience and return/handover. Default private source IDs, no public photos/audio/display/commercial reuse. Follow local retention/safeguarding/access and correction/withdrawal. Unexpected community-held cultural knowledge invokes cultural-authority/ICIP gate; pause collection/reuse until authorised.
- Prepare two broad permitted arrangements of the same source-backed feature pages: side by side or stacked if the actual owner approves, or another two locally approved arrangements that preserve the goal. They're proposed options, not a class vote/turn roster. Record their exact features/source/conditions; equal space/page count doesn't establish agreement/fairness. If no layout trial approved, create useful private owner-review kit and keep trial/action not done.
- Invite one willing private adult/peer reader only under school policy; ask separately before every try/retry: “Would you like to try this, or pass?” Accept no, pass, silence or withdrawal; silence is not agreement. Record scope/actual time and relevant source ID locally. Child's own choice to pass/action/speak publicly also respected. Don't coerce a listener, score AAC voice tone or collect diagnostic/preference data. A paper listener is ROLE PLAY, not real consent/response.
- Ready actual display record, four flat logbook panels, exact source labels and first-direction scribe. Plan a brief trial question, e.g. “Show the page about this feature,” or “What does this step tell you to ask?” Don't teach the reader the expected answer before capturing their response. Record what actually happens/help, not anticipated success. A second arrangement/retry needs continued willingness/permission; observations under different people/conditions aren't a controlled causal comparison. Missing reader/trial stays open.
Daily handoffs · ordinary timed scripts
| Day | Actual input/source ready | Runnable action and short prompts | Genuine evidence retained |
|---|---|---|---|
| 171 | Approved familiar place/view/features and blank record. | Observe/read exact source: “What parts can we show? What could we not see?” Child makes/directs source-backed feature pages/place model; record actual time/view/method/help and connection/pass. | Actual limited features and familiarity/belonging evidence or gaps. |
| 172 | Willing/approved exact place meaning account(s). | Ask/read “What matters to you here? Why?” Child attaches named/source-ID reason to feature cue. | Exact particular-person account, source/time/permission/correction and child's first attribution; others open. |
| 173 | Actual care procedure and owner scope. | Ask/read care step; child makes request/ask-first/return flap. “Who tells us this? What may we do? Where does it go back?” | Sourced care explanation/source/date; permission request distinct from done. |
| 174 | Approved page/layout/location/material/audience options; no reader answer pre-filled. | Make/direct two source-backed arrangement plans and a pass-friendly invitation. “What will we try? Who must agree? How can they pass?” | Proposed layouts/first invitation, approval/reader consent fields; equality isn't agreement. |
| 175 | Held fresh fictional Paper Arch case only. | Capture first responses/source/help before key; no actual K03 inference. | Real records stay separate and aren't rehearsed into check. |
| 176 | Actual scope/reader willingness confirmed; first direction recorded. | If permitted/willing, offer one layout/question and record what reader actually does/says, actor/time/conditions/help. “What did we ask? What happened?” If no reader, use ROLE PLAY separately and keep real trial open. | One bounded actual response or genuine pass/absence; no fairness/universal effect. |
| 177 | First trial/account; continued willingness for optional second arrangement. | Ask again; capture second response only if permitted/willing. Compare exact same/different people/conditions: “Whose words are these? What did we not check?” | Separate trial accounts, no causal winner from different conditions/people; no missing response interpreted as consent. |
| 178 | First wording/source/trial record, responsible owner and optional willing retry. | Repair one unclear step/cue against source; invite retry anew. “What word will we change? Would you like another try, or pass?” Preserve first/revised words. | Actual correction and permitted retry/pass record; source check ≠ use proof, repeat ≠ learning gain. |
| 179 | Actual care/return scope; logbook/artifact/source trail. | Complete approved return/placement or private owner-review handover, with explanation. “Who did what? What should the owner know?” Share bounded source/try/care account and gaps. | Actual actor/time/help/status, care explanation and useful handover; K03 by element, not whole-task completion. |
| 180 | Held fresh fictional Paper Sail case only. | Capture first source answers neutrally, separate key after capture. | Actual knowledge decisions use local genuine records independently of fiction score. |
Standard local display/care record · keep locally
Use one-page printable prompts and expanded school-authorised fields. Read separately and log exact assistance.
- Place/approval/access: local place/source ID; educator/date; actual permitted point/materials/location/task/audience; scope/owner; familiarity/connection/belonging evidence or pass/open; access method.
- Feature observation: actual date/time/view/method/source; exact observable/permissioned feature; hidden/unobserved limits; child's first picture/words/placement/help. Past terms only from genuine earlier records, never invented.
- Meaning account(s): willing source ID/time/exact words/place-feature relevance/permission/correction/withdrawal; child's attribution; others open. Second source optional; unrelated generic reason doesn't fill significance.
- Care and plan: exact procedure/source/date/responsible owner; first child care explanation; page/arrangement source tabs; permitted scope, ask-first/return step and approvals required/obtained/refused; plan distinct from making.
- Reader offer: actual invitation/time/source-ID; consent scope/pass/no response/withdrawal; silence not agreement; permission for retry separate. No coercion or public disclosure.
- Try 1 / optional Try 2: exact first words/question; actual date/time/layout/people/view/conditions; actual reader action/words, exact help or pass/not tried. Different conditions recorded; no controlled comparison assumed. ROLE PLAY kept separate.
- Revision/retry/handover: first/revised step and source reason; actual approval; renewed reader willingness; actual retry/response/help or gap; actor/time of permitted return/handover and exact work/helper. Done stays blank unless observed; no care benefit/independent success inferred.
- K03 element decision: familiar connection/belonging; features; why this actual place/feature matters to a particular person; how looked after. Record each first learner evidence/source/help as observed/open. Missing/withdrawn fields stay open. Finishing display/try/logbook isn't full-row attainment.
If actual route unavailable
Say “We can make a pretend display kit.” Use A place base, C1/C2 own reasons, D request, B two planned layouts and separate E/F reported paper accounts. The ordinary P instructions complete display/logbook, role-play invitation/pass, two report records, source-backed instruction repair, model return and care handover. A genuinely willing adult may respond to the model; record model audience only. Invented role-play replies remain labelled and never fill actual consent/try/K03 fields. Keep genuine partial actual evidence separate from full paper practice.