Teacher desk run: I can print K and the three swatches, read K before L, and teach ten 25-minute sessions without pretending a physical sample is present. If the school approves the exact broad card/fabric/corrugated-card materials, I verify source labels, pretest access and fibre/edge/adhesive safety, then log local date, raw visible feature, direct access or attributed ADULT REPORT and unknown joins. If not, REAL OBSERVATION NOT AVAILABLE is the correct record and the full FICTIONAL MODEL route remains. I keep the Day 135/140 checks unseen until independent first responses. I do not use the integrated maths balance to infer materials or a HASS preference interview to infer texture.
Learner desk run: In K I can identify the plain-looking half and six lines, but I cannot name its real materials. In L's made-up note, A is reported card, B fabric and C paper-based card; B and C are both reported ribbed, so “ribbed means fabric” fails there. I may hear, see, use AAC/sign/voice, point, direct an adult or choose a secured broad tactile paper diagram. I do not have to touch fibre, speak publicly or bring anything from home. The maker can say “I don't know”; then I keep that part unknown. Family options cost nothing and do not require returning.
Assessor desk run: AD's TRIANGLE PANEL 64/four dots/three zigzags and AE's PATCH NOTE 91/P–Q–R dot set are absent from instruction, learner routes, worked swaps and public print aids before first response. I log exact first words, access and neutral reread before seeing the separate key. A picture region does not prove material composition; a maker's fictional label remains attributed; a tactile paper dot does not become a physical fabric feature. Actual AC9SFI02 credit requires separate approved dated genuine inspection. One or two paper checks do not establish term/year mastery, child growth or a real property.
Potential funder desk run: The pack supplies ten distinct scripts, thirty response routes, twenty worked examples, ten optional family prompts, three narration-ready text masters, two fresh checks with keys, six illustrated A4 SVG/PDF pairs, exact ordered text/tactile routes, source/rights boundaries and a regenerable hash receipt. Those delivery facts are inspectable. Learning gains, teacher time saved, certified accessibility and state-by-state endorsement are unmeasured here. Human educator/accessibility review and consented classroom pilot with predeclared measures are next.
Visual print critique (30 September 2026): rendered and inspected all six A4 PDFs at reading size. The split regions, different B/C stroke patterns, schematic safe table, blank actual-source fields and two speech bubbles are pictorial rather than label-only. The first sort mat placed empty sample squares across the bin divider and could be mistaken for pre-sorting; they were moved into a separate UNSORTED tray, then the print was regenerated and re-inspected. Verifier checks geometry, core text, held-source separation and hashes; it cannot certify screen-reader behaviour, braille quality, child comprehension or classroom effectiveness.
Next human checks: local material/product provenance and allergy practice; neurodivergent and disability access with affected learners; full-scale classroom print; check prompts for cueing; applicable state syllabus/assessment; consented classroom use. These have not been represented as completed.