# Educator key · read after the fresh response

Use the child's exact response and actual assistance. Equivalent accurate words, sign, AAC, pointing or drawings count. These checks assess supplied-record reasoning only. A correct answer is **not the child's own direct sensory observation**. Mark **REAL OBSERVATION NOT AVAILABLE** for direct investigation evidence based only on these paper cases.

## Day 155 · Case AH

The fictional KITE WINDOW 61 observer predicted seeing the kite through both covers. CP's recorded outline view matches; GC's recorded no-kite view differs. Both rows concern this supplied setup. The record cannot establish roof strength or all clear panels' properties.

| Prompt | Evidence to look for | Useful next teaching move |
|---|---|---|
| 1 | Selects CP and points/tells its outline row as matching a see-kite prediction | Put earlier words and later row beside each other; teach a different practised example. |
| 2 | Selects GC and explains/indicates that no kite differs from the prediction | Use a broad SAME / DIFFERENT pair with the earlier P/C/T notebook. |
| 3 | Says unknown/needs a different check; asks about a relevant strength/use criterion or an approved adult plan | Separate see-through from strength using two property cards. Do not invite roof building or a child load test. |

## Day 160 · Case AI

The POSTCARD VIEWER 84 source reports a paperboard FRAME and plastic PANEL. It reports a visible oval through the panel from the marked viewing place, not through the frame. It does not answer whether the object keeps a real postcard dry outdoors. Relevant next questions include “Has an approved adult checked how it handles rain?” or “What would we need to observe safely before choosing it for outside?” No particular material name or water procedure needs to be invented.

| Prompt | Evidence to look for | Useful next teaching move |
|---|---|---|
| 1 | Associates frame with stiff paperboard and panel with clear flexible plastic, as attributed reports | Revisit whole object / part / material using the adult-prepared window. |
| 2 | Selects panel and cites the big oval visible from the marked place | Pair the particular property with the see-oval job; avoid “best for everything”. |
| 3 | Identifies missing outdoor/water evidence and a relevant safe adult question | Show that a new purpose may need a different property check. |

## Small rubric and next lesson

| Evidence state | Meaning | What to do next |
|---|---|---|
| Independent within the accessed task | Child makes the relevant association and bounded claim without answer coaching, through their chosen mode | Offer a new purpose/sample question and ask which evidence would help. |
| With support | Child reaches it after a cue, re-read with emphasis or adult comparison | Keep the actual support; practise one smaller association with a different familiar record. |
| Not yet demonstrated | Response cannot yet associate part/result/source or says more than the record supports | Reduce to one row and two broad choices; let the child show their reasoning. |
| Not accessible / declined | Task or sensory mode was unsuitable, unavailable or declined | Change access route or schedule; do not score lack of access as misunderstanding. |

For actual lessons, additionally retain sample/date/source, prior prediction, property actually sensed and later raw result. A named adult view report can support interpreting that report; tactile exploration can support the property actually encountered. Neither is fabricated visual evidence. Fresh-case success, a finished craft and a brief lesson are not a whole-year assessment judgment.