# Two fresh public formative checks · teacher holds until first response

These new public cases are not secure exams. Keep each case unseen until its day. Read the complete source neutrally; offer speech, sign, AAC, pointing, large print, broad secured tactile labels or private reading without hinting at content. Capture the **first independent** response, access support and any content cue separately before using the [teacher key](TEACHER-KEY.md). A real concern takes priority under school policy. No child must disclose a safety event, use a device, be photographed, make sound or move physically to answer.

## Day 35 · fresh Case J · the Turquoise Ladder Tag

**Complete fictional source.** “On an invented paper classroom plan, a teacher-made **TURQUOISE LADDER TAG** has a square border and the words **CHECK THIS WITH AN ADULT**. It is placed beside a drawing of a class shelf. The illustrator writes underneath: ‘This is a practice tag. No real school sign has been inspected.’ A puppet named Neri says, ‘I do not know what a real sign near a door means at my school.’ No real school, sign, adult response or safety action is shown.”

**Questions — same target through speaking, signing, AAC, pointing or private answer:**

1. What exact words are on the paper tag? Is it a verified real school health/safety sign? Which source line tells you?
2. What should Neri do about an unclear **real** sign under a school-approved help route, rather than guess from this tag's border or colour?
3. Can this paper case prove a child knows the purpose of a local real sign or carried out its correct action? What separate school source would be needed?

**Teacher record:** exact first answer, access support and content cue as **FICTIONAL SOURCE/HELP REASONING**. If no verified local sign is separately available and accessed, write **REAL COMMUNITY SIGN NOT OBSERVED** for the sign content. A real request for help receives a real response, not a score.

## Day 40 · fresh Case K · the Crimson Ribbon Strip

**Complete fictional source.** “An invented **CRIMSON RIBBON STRIP** has broad paper boxes in this order: **WAVE · REST | WAVE · REST | WAVE · ____**. A broad **STOP SQUARE** lies beside the strip. Puppet Lou says, ‘Everyone must clap loudly to my drum and copy my wave.’ Puppet Vee says, ‘Invite each person to choose a safe quiet action and rest that fit; use a stop cue they can access, and accept not now.’ Nobody has made sound or moved in a real class in this story.”

**Questions — same target through speaking, signing, AAC, pointing or private answer:**

1. What word completes the paper A–B strip after its last WAVE? What can the STOP SQUARE do to the plan?
2. Which puppet offers a fairer invitation? What should happen if someone answers “not now” or asks to stop?
3. Does the strip prove any child performed a movement or followed a rule in real play? What separate local evidence would be needed?

**Teacher record:** exact first answer, access support and content cue as **FICTIONAL PATTERN/RULE REASONING**. If an optional actual activity is separately approved, chosen and observed, date its exact child action, setting, rule and supports; otherwise **PHYSICAL ACTIVITY NOT OBSERVED**. A correct paper continuation alone is not HPE movement evidence.