# Staff criteria — A roof at Moss Stop

## Complete supplied source

Entirely made-up bus stop. Committee record M1, 2011: waiting passengers had asked for cover because rain reached their waiting seats. Work record M2, 2012: designer Uma drew a roof plan; builders erected that roof over the existing seats in response to M1. Driver record M3, 2013: on one wet morning she saw three passengers waiting under the roof. A passenger's note M4 says “My seat was dry that morning.” No survey of all passengers, all-weather test or later condition is included.

## Question-specific criteria, examples and next teaching

## 1. Why does the work record say the roof was added? Show the clue.

Passenger request for cover/rain reaching seats, M1→M2 stated response. Next: unrelated invented garden minute says visitors requested a rest seat because there was nowhere to sit; work note says team installed one in response. Connect explicit concern/action rather than sequence alone.

## 2. Who planned it and who built it? Tell what each did.

Uma draws plan; builders erect roof; no payment/background/sole-credit guess. Next: unrelated invented exhibit record says Dea writes a caption, print shop prints it, volunteer Arun attaches it; match exact actions to actors.

## 3. What happened afterwards in M3 and M4? Say whose information you are using.

Driver reports three waiting under roof; passenger reports own dry seat that morning, correctly attributed. Seeing people under a roof is not itself a measurement of every dry seat. Next: invented hall report says caretaker saw two people use a bench; one visitor said the bench felt comfortable. Separate observed action from stated experience.

## 4. Can these notes show that every passenger stayed dry on every rainy day? What would you still need to find out?

No universal result: restricted time/people; fitting later observations/attributed wider reports could help, not a made-up all-weather result. Next: invented skate-room note reports one dry bag on one morning; repair “all bags always dry” while retaining that reported instance.

## Eligibility

After Days 15–16 explicit cause/action/effect and contribution teaching. Practical participation is not required; fictional interpretation is not actual local bus-stop evidence.

These are formative original component criteria, not automatic A–E conversions. Accept justified source-bound alternatives without requiring model wording. Preserve the actual response, support and first/later interval/exposure.

[Source](../checks/B-first-source.html) · [Empty own work](../responses/B-first.html) · [Capture and next teaching](../teacher/CAPTURE.html).

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