# Private educator key, interpretation and next teaching

Open after saving the child's first response. Access routes are equivalent for score-planning targets. Neither task is a clinical test, an achievement-standard judgment or evidence of actual sound control. Do not publish or distribute this key with public check sheets.

## Check W

`S V V S V` has changes at **1→2, 3→4, 4→5**. Place 2→3 holds V. Award evidence for reading all five ordered symbols, identifying the three change gaps, and knowing the marks describe a *plan*. Accept “we don't know how loud the speaker was,” “we don't know how a person heard it,” or “we don't know whether it was played” for the limitation. A single missed gap suggests retelling a different three- or four-event score with a fixed strip. If V/S meanings are reversed, reteach the explicit one/two-dot key before testing changes. If the child identifies a change by ear from actual approved sound, record that separately from the paper task.

## Check X

Any complete four-place score with **one S and three V** is valid: `S V V V`, `V S V V`, `V V S V` or `V V V S`. Save the **child's chosen place**, not one canonical answer. A child-authored musical intention may be “I want one gentle lift near the end” or a different reason; do not require an emotion word. For internal teacher reading, each score with S in place 2 or 3 has a lift and later release; S in place 1 has one release, and S in place 4 one lift. A limitation may be actual heard level, real performance, listener meaning or actual recipient. If the count is not met, offer a different after-check row with four physical slots and have the child compare one/two-dot cards; do not overwrite their first response.

| Day | Evidence to save | Sensible next invitation |
| --- | --- | --- |
| 81 | V/S key match and child's selected event mark. | Model the other card at the *same* slot. |
| 82 | Four marks and claimed lift boundary. | Compare another one-lift timing. |
| 83 | Four marks and release direction. | Put lift and release rows side by side. |
| 84 | First differing place and child-selected shape/intention. | Overlay fixed strips again if needed. |
| 85 | First W answer, route, all gap marks, paper limit. | Use after-check four-place practice if gaps need support. |
| 86 | Plan, actual-event status and child's comfort response, only if given. | Keep real observation distinct from symbol recognition. |
| 87 | Original/revised rows and one changed place. | Invite a child-chosen one-card change. |
| 88 | Child's own first score and exact intended idea. | Offer optional review without replacing the first artefact. |
| 89 | Cleared work/child response and/or actual willing recipient/medium, if any. | Leave conditional codes held when events did not occur. |
| 90 | First X score, one-S position, intention and paper limit. | Try a different after-check one-S location if the child wants. |