# Two fresh public formative checks · hold for first independent response

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](TEACHER-KEY.md). 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:**

1. What does this paper source show as the route and rest place? Name its exact labels.
2. Before a real outdoor activity, which local checks and child choices are needed? Can this map replace those checks?
3. 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:**

1. Which exact printed rule controls entry to the lane and the pause?
2. 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?
3. 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.