Offer choice each day. These routes preserve the musical planning target, not identical sensory or motor evidence. AAC, high-contrast large cards, fixed raised four-cell strips, phrase dividers, a neutral adult scribe/reader and a child-directed adult are available without a diagnosis label. A child can pass or change route. Optional sound requires local approval, comfortable level and consent; a child-directed adult's playing does not prove the child played. Paper cannot prove listening, timed pulse control or sound production.
| Day | Optional approved sound/timed route | Fixed broad-card/tactile planning route | Drawing, AAC or directed-adult planning route |
|---|---|---|---|
| 31 | If chosen, hear or direct a safe A phrase and identify its quiet second place. | Place X REST X X on one raised four-cell phrase strip and label A. | Draw four cells or dictate A's three event places and rest, then state a fictional purpose. |
| 32 | After local review, compare original K repeat cue with an adult's quiet pointing across two groups of four. | Build two matching A strips with a wide tactile divider; count eight places and six X. | Draw A twice or direct a neutral adult to copy the complete first phrase; identify repeat. |
| 33 | If sound is chosen, hear approved A-then-B cue, then direct a B-then-A plan without requiring aural recognition. | Move whole raised A and B four-cell cards from A then B to B then A, keeping internal cells fixed. | Use AAC “A then B / B then A” or draw two ordered groups and name what stayed. |
| 34 | Optional approved sounding can compare the two endings after the child marks one new rest. | Keep first A, replace only second phrase's final raised X with REST. | Draw both groups or dictate second local count 4's change and five total events. |
| 35 | After independent M planning, optional sound of the chosen phrase order may add separately observed evidence. | Move unfamiliar C and D as whole broad four-cell cards under the public brief. | Point, draw, AAC or direct neutral scribe to preserve first D-then-C plan and explanation. |
| 36 | If approved, hear original held-ending cue and describe a sound actually noticed; no vocal holding required. | Keep first A and lay one broad LONG band across second phrase's local 3–4. | Draw one connected band replacing two X or dictate the one-held-event ending. |
| 37 | Compare approved repeat and held-ending cues only if human-reviewed, noting what was actually heard. | Put B/E score sheets side by side; use counters to show six versus five events over eight beat places. | Use AAC, diagram or adult direction to compare occupied places and event counts. |
| 38 | Child may direct one safe approved source for their authored two-phrase plan; log actual maker. | Build two four-cell groups using broad X/REST/LONG pieces, then label repeat/order/variation. | Draw, AAC or dictate an original eight-place score and intended relationship. |
| 39 | Share optional quiet original sound with an actually willing person only if chosen and approved. | Show an original two-phrase score to an actually willing person and identify the chosen relation. | Use AAC/neutral adult to present the child's score to a willing person; puppet rehearsal or pass remains valid. |
| 40 | Optional sound follows an independently completed N response; record actual production separately. | Read N with two fixed S strips; replace second phrase's first two X with one broad band as directed by brief. | Point, draw, AAC or dictate the first N two-phrase transformation and reason. |
All routes may support a child-authored compositional choice. Only actual educator-observed hearing, sound-making, rhythmic coordination or willing-audience sharing can support those more specific claims. No route is Mathematics attainment evidence by itself.