These are public teacher-held cases, new relative to the teaching texts and swaps; they are not secure exams. Keep each unseen until its day. Read the complete story neutrally and offer speech, sign, AAC, enlarged text, pointing, broad secured tactile labels or a private response without a content hint. Capture the first independent answer before feedback. Record access support and any content cue separately; use a different later case after a cued response. Then consult the separate teacher key. No child must go outdoors, move equipment, disclose feelings or describe a real safety event for these checks. A real concern takes priority and follows school policy.
Day 25 · fresh Case H · the Bronze Loop Map
Complete fictional source. “An invented BRONZE LOOP MAP shows a broad drawn path from a paper START FLAG to a paper CHECKPOINT ONE and back. A QUIET CORNER is drawn beside the path. A printed note says, ‘This is a picture. No adult has checked a real route today.’ A puppet named Vale says, ‘I might enjoy moving outside while looking at the sky.’ The map shows no actual ground, weather, person moving, or child's feeling.”
Questions — same content through spoken, signed, AAC, pointed or private answers:
- What does this paper source show as the route and rest place? Name its exact labels.
- Before a real outdoor activity, which local checks and child choices are needed? Can this map replace those checks?
- Does Vale's sentence prove that a real child enjoyed or benefited from outdoor activity? What actual evidence, if any, would be recorded separately?
Teacher record: exact first response, access support and content cue, labelled FICTIONAL PLAN REASONING. If no real approved outdoor activity is chosen and observed separately, write OUTDOOR PHYSICAL ACTIVITY NOT OBSERVED; the paper response is not a deficit.
Day 30 · fresh Case I · the Copper Comet Board
Complete fictional source. “An invented COPPER COMET BOARD has a paper CLEAR LANE, a broad LANDING PAD and a separate WAIT ARC. Its printed rule says, ‘One pretend maker in the clear lane at a time; pause at the agreed signal.’ A puppet named Rafi asks a puppet adult, ‘May I use the class-owned large soft object now?’ The adult says, ‘Not now; it is in use.’ Rafi then says, ‘Everyone must hop to the same high target.’ Another puppet, Zed, says, ‘Ask each person what safe action fits; use an individual level target and wait until the lane clears.’ The object is drawn on the board, but nobody in a real class has handled it in this source.”
Questions — same content through spoken, signed, AAC, pointed or private answers:
- Which exact printed rule controls entry to the lane and the pause?
- Which puppet's proposal allows an individually suitable action and a fair next turn? What should Rafi do after the adult says “not now” about the object?
- Does the drawing prove a child moved a real object or followed a rule in physical play? What separate local observation would be needed?
Teacher record: exact first response, access support and any content cue, labelled FICTIONAL RULE REASONING. If an individually suitable, approved actual activity is separately chosen and observed, note the date, setting, action, rule and supports; otherwise PHYSICAL ACTIVITY NOT OBSERVED. Do not require real movement for this paper check.