# Private educator key and next teaching

Open only after the child's first response is saved. Both checks sample score comparison/composition, not hearing, safe production, ability to read standard notation, actual audience or a whole achievement standard. A neutral reader may say every public mark but must not point to the changed place or propose an edit.

## Check Y

The **pitch mark at place 3 changes L→H**. Source B and planned level V at place 3 hold. Places 1, 2 and 4 are identical across takes; all four source and all four level marks hold. Accept the child naming one accurately held mark, but notice whether they can distinguish a lane from a place. Paper cannot prove whether either version was sounded, whether an actual child heard H as higher, equipment level, intended listener meaning, or recipient. If child calls the source B a higher pitch, return to the three-key legend with a **different** pair. If one of 12 comparisons is missed, use after-check one-mark examples with fixed cards; do not recast the first answer as correct.

## Check Z

First and second printed starting scores are identical: `H A V | L A V | L B S | H B S`. Each of the **12 individual marks** may be switched to the other value in its lane—H↔L, A↔B or V↔S. A valid response has **exactly one** changed mark in the revised row, accurately names its place/lane and old/new value, and offers a child-authored intended idea. All other eleven marks must stay. An intention can be plain musical description (“I put the higher mark near the end”), not an emotion word. A paper limitation can refer to actual sounding, perception, comfort or audience. If two marks change, ask after scoring whether the child wants to try another pair; retain the first artefact. If the child names a real hearer without an actual share, do not mark audience evidence.

| Day | Evidence to preserve | Next invitation |
| --- | --- | --- |
| 91 | One full three-lane event and named lane. | Swap one lane, restore, then try another. |
| 92 | First/revised four-place pair and level edit at 2. | Move one edit to a child-chosen place. |
| 93 | Source edit at 4 and held pitch/level marks. | Use another source position. |
| 94 | Child's lane sorting and stated idea. | Compare one event at a time. |
| 95 | First Y lane/place/old-new/hold/paper-limit response and route. | After-check fixed-strip support if needed. |
| 96 | Score plan, exact actual trial status and comfort response if volunteered. | Keep acoustic event and score reading separate. |
| 97 | Original/clarified instruction and reader's actual action if any. | Ask child if one label needs repair. |
| 98 | Child's first two-take composition and one stated intention. | Offer optional reader check. |
| 99 | Actual willing recipient/medium and real-work identity/source/response only if they occurred. | Hold conditional FE01/FP01 otherwise. |
| 100 | First Z pair, sole edit, 11 holds and child's idea/limit. | Invite a different after-check one-mark change. |