Offer any route on any day; do not prescribe it by diagnosis or a supposed fixed learning style. Each route requires the same source reference, inference and uncertainty. Students can use accessible text, braille, AAC, dictation, screen readers, large print and tactile tiles. A map-only response is not enough if it omits the verbal geographic claim; a spoken-only response must locate the relevant cells or places. Record content prompts and scribing when interpreting independent performance. Seven minutes is a starting response window.
| Day | Annotate/compose | Move full-word cards | Speak/AAC/dictate | Invariant evidence | Teacher look-for |
|---|---|---|---|---|---|
| 1 | Label process, A-zone, dwelling count and missing impact on the aid. | Order “rain/runoff”, “M band”, “B2: 15 dwellings”, “harm unknown”. | Say the same four-step chain, naming B2. | Process, zone, exposure and limit. | No claim of observed harm. |
| 2 | Sketch two B process arrows plus rain–slope interaction. | Sort B1/B2/B3 full-word cause/process/possible-hazard cards. | Explain two chains and one interaction, naming cards. | Accurate geological/geomorphic/atmospheric language. | No “all slopes” or site-probability claim. |
| 3 | Mark A1, B2, C2 and write west→east pattern/scale. | Place labelled A–D/1–3 tiles north-up; mark H/M/L. | Describe coordinates and orientation in order, with 100 m scale. | Two located cells, pattern, scale, key limit. | M is a category, not depth. |
| 4 | Colour-free H/M/L count table with arithmetic. | Sort twelve cell-count tiles into H/M/L and total. | Dictate each H/M/L sum and one cautious inference. | 0/29/52 model dwellings; no loss claim. | Source layers kept distinct. |
| 5 | Annotate File G's new grid and write calculation/limit. | Build G grid from full-word tiles and group exposure. | Locate G cells and explain sum/limit from G alone. | Correct new pattern, tally, source limit. | First response kept before feedback. |
| 6 | Make E's same/different/unknown three-column note. | Place E statements under exposure, capacity and unknown. | Compare Eastbank/Westbank with two precise system facts. | Equal model count, two different capacity facts, questions. | No community deficit label. |
| 7 | Draw D1/D2 two-axis timeline and note unknown frequency. | Put onset/duration strips side by side; add “frequency unknown”. | Explain timing difference and conditional communication. | 20 min/2 h vs 18 h/3 d with limit. | Duration does not equal harm. |
| 8 | Mark B2 crossing closure and C2 clinic network effect. | Arrange full-word west/B2/C2 route-dependency cards. | Locate bridge/clinic and state missing route evidence. | Network inference plus authority verification. | No invented alternate crossing. |
| 9 | Write F's evidence→possible effect→action→verification chain. | Sequence “30 western-route”, “possible disruption”, “verify”, “accessible notice”. | Explain same chain and one E comparison limit. | Conditional action; 30 not harmed; real-case hold. | No guarantee of access. |
| 10 | Annotate H cross section and recommendation. | Build H position/evidence/action/unknown sequence. | Name H sites and explain process/capacity/limit. | New-source process, spatial comparison, bounded response. | Held-out case, not copied from C or E. |
A direct teacher check: If access support changes the route but the student still locates source evidence, infers a relationship and states uncertainty, the target is intact. If a support person supplies the substantive inference, note it and reteach before judging independent understanding.