A substitute needs something stronger than “there’s a worksheet on my desk.”
Use Case One to give a substitute and the class one common story, cue system and sequence before small uncertainties turn into repeated interruptions.
THE FIXES PROGRAM™The Substitute Files™ · Case OneA classified classroom investigation designed for substitute days, emergency coverage and multiple visits.

Give coverage days a shared case to run. The class investigates, completes the protocols and leaves a usable record behind.
Use Case One to give a substitute and the class one common story, cue system and sequence before small uncertainties turn into repeated interruptions.
The teacher leads. The class participates together. The routine practice happens inside the story.
No student logins. No individual devices. The teacher runs the shared screen and the class does the real-world rep together.
The substitute or Case Supervisor opens the shared case.
The class works through a connected file and its classroom action.
Progress and evidence stay in the class browser for the next visit.
The details below come from the classroom file itself — the same file the next click launches.
This preview loads the classroom file with interaction disabled. Open the full version when you are ready to run it.
No student accounts, names, internet connection or individual devices are required.
Every Inter❤️Mission has its own teacher page, its own cover, and its own clean classroom launch.
No marketplace copy. No advertising code. No Stripe. Just the classroom experience.
The Missing Directive is useful on a coverage day because the class and substitute can enter one shared investigation without relying on the regular teacher to narrate every transition. The first case should feel simple enough that students learn the archive, protocol and classroom-action pattern while the story is still new.
Case One is the better starting point for a class that has not used the Substitute Files before. Let students learn how ACTIVATE, INVESTIGATE and ARCHIVE work before expecting them to recognize returning case conventions.
The browser archive matters because a substitute-day experience can continue later. Save only what the case needs so the next visit can begin from evidence instead of a fresh explanation.
The adult should be able to read the next prompt, lead the classroom action and move on. If a step needs insider knowledge from the regular teacher, simplify the instruction before using it for coverage.