Website: https://myelbert.com
FREE DYSLEXIA HELP: https://linktr.ee/tcooktutor;
DISCOVERY CALL TODAY: https://tcooktutor.as.me/
Cook’s Complete Elbert Evaluation Finding Their Gifts & Learning Uniquenesses
You need to observe the student’s sensory acute response to stress and interview teachers the child, and parents, observe input/output of motor, verbal, and written behaviors in response to a literacy activity such as a phonics inventory, word- sound knowledge, phonological awareness exercises, and working memory activities along with the student’s interest survey and overall behaviors based on executive, somatic and autonomic functioning. In the ELBERT™ evaluation, I help you uncover their learning uniquenesses and give suggestions, so you can work with their strengths (see below) and gifts. In the ELBERT™ intervention, I give you steps of learning intervention and enrichment along with the scope and sequence. My Complete ELBERT™ program also includes the important help for the triune brain which includes the following: Brainstem- I have a fight, flight and freeze sympathetic/parasympathetic observational checklist; Midbrain- a screening for vestibular, proprioceptive, somatic issues, along with speech/language development, auditory and visual processing; Limbic- My lesson plan template that includes the 4 F’s: Facts, Forms/Functions, Feelings & Future along with a progress monitoring tool; Cordial- holistic, alternative suggestions for taking care of the whole child’s individual, dynamic needs. Lastly, my program, ELBERT™, includes a self-guided literacy intervention program, along with other coaching through a course on understanding Dyslexia and consulting (first one Free)!! Please Read Here
ELBERT™ : EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING
The Problem: ALL our systems and senses need to function equalized, activated, and balanced for learning to take place.
Please Read Here
The Solution: Our goal is for ALL our systems and senses to function equalized, activated, and balanced. With a functional system, the child [or adult] can trust themselves and their uniqueness through spiritual mindset with self-directed neuroplasticity through ABC’s and gain God awareness (eventually unity) through PYAM.
Please Read Here
Note: What I’m presenting to you is an ‘alternative perspective’ not a typical one, because I definitely have a divergent mind due to my neurodifference and learning uniquenesses not atypical one. My solutions are typical of divergent thought and somewhat in contradiction to a traditional academia type educator (even though my extensive resume says otherwise). Plus, what we do for those with learning differences and uniqueness is it really working for everyone anyway?
With Much Sincerity,
Patricia Cook, M. Ed., Reading Specialist,
Dyslexia Interventionist & Montessorian; MEd., RSP, AOG; https://linktr.ee/tcooktutor
DISCLAIMER: This communication may contain privileged and/or confidential information. It is intended solely for the use of the addressee. If you are not the intended recipient, you are strictly prohibited from disclosing, copying, distributing or using any of this information. If you received this communication in error, please contact the sender immediately and destroy the material in its entirety, whether electronic or hard copy. This evaluation, program, and suggestions are not to be substituted for professional Medical advice. They should not be used to diagnose or prescribe. Tricia is not a doctor.
 Results: Acute Initial Response to StressDate: Student: DOB: | |
| Sympathetic Functional Dominance (SFD- Anger) | Notes: |
| Parasympathetic Functional Dominance (PFD- shame) | |
| Both- Total |
 Initial Multiple Intelligences in Testing and Assessment Date: Student: DOB: |
Howard Gardner: Student capabilities into eight broad categories (each student’s unique learning style is a combination of these intelligence):Logical/mathematical (L/Muses numbers effectively)Visual/spatial (V/S is artistically or spatially perceptive)Bodily/kinesthetic (B/K excels at tasks that require physical movement)Musical (M perceives and/or expresses musical forms and patterns)Linguistic (L uses words effectively)Interpersonal (Inter responds well to others)Intrapersonal (Intra is reflective and inner-directed)Naturalist (N makes distinctions in the natural world)LinguisticAsk students to write in a journal regularly.Give oral exams and/or essay tests.Emphasize creative writing – have students write poems, plays, and stories.Logical/MathematicalAssign science labs and experiments.Have students complete logic problems and games.Bodily/KinestheticChallenge students to write and perform plays.Have students build models or use other hands-on techniques to show what they learned.Visual/SpatialInvite students to create collages, murals, and posters.Encourage students to illustrate their ideas using maps, charts, and graphs.Help students use school equipment to make a video or slide show.InterpersonalStage a classroom debate or socratic method.Have students work collaboratively to brainstorm and prepare a project.IntrapersonalAsk students to identify their own academic strengths and weaknesses.Have students think of personal goals and give progress reports.MusicalChallenge students to identify and explain patterns in music or poetry.Ask students to write new lyrics to familiar melodies or to compose a new song.NaturalistAsk students to keep environmental journals and to share their observations.Invite students to lead classmates on a nature walk to point out interesting plants and animals they found during independent study. 01. __ Highly developed auditory skill02. __ Enjoy using computers03. __ Have a good memory for names, places, dates, or trivia04. __ Think in images and pictures05. __ Remember melodies of songs06. __ Spend free time engaged in art activities07. __ Like to write08. __ Ask questions like “where does the universe end?”, “when did time begin?”09. __ Process knowledge through bodily sensations10. __ Tell when a musical note is off-key11. __ Report clear visual images when thinking about something12. __ Have a deep awareness of inner feelings, dreams, and ideas13. __ Understand people14. __ Have a lot of friends15. __ React with strong opinions when controversial topics are being discussed16. __ Spin tall tales or tell jokes and stories17. __ Enjoy reading books in spare time18. __ Explore patterns, categories and relationships and abstract forms of logical thinking19. __ Play a musical instrument20. __ Move, twitch, tap, or fidget while sitting in a chair21. __ Sensitive to non-verbal sounds in the environment22. __ Compute arithmetic problems quickly in head23. __ Spell words accurately and easily24. __ Play chess, checkers, or other strategy games, and win25. __ Reason things out logically and clearly26. __ Easily read charts, maps, and diagrams27.__ Engage in physical activities such as swimming, hiking, biking, skateboarding, etc.28.__ Socialize a great deal at school or around the neighborhood29.__ Organize, communicate with, and sometimes manipulate others30.__ Seem to live in your own private, inner world31.__ Learn best by relating and cooperating32.__ Need to touch people when you talk to them33.__ Enjoy scary amusement rides34.__ Devise experiments to test out things you don’t understand35.__ Appreciate nonsense rhymes and tongue twisters36.__ Enjoy working on logical puzzles such as Rubik’s Cube37.__ Like doing crossword puzzles or playing games such as Scrabble or Anagrams38.__ Draw accurate representations of people or things39.__ Need to have music on in order to study40.__ Collect records or tapes41.__ Like movies, slides or photographs when learning new concepts42.__ Demonstrate skill in crafts like woodworking, carving, or sewing43.__ Like to be alone to pursue personal interest, hobby, or project44.__ Appears to possess a deep sense of self-confidence45.__ Get involved in after-school group activities46.__ March to the beat of a different drummer in style of dress, behavior, and general attitude47.__ Enjoy playing group games48.__ Motivate self to do well on independent study projects49.__ Cleverly mimic other people’s gestures, mannerisms, or behaviors50.__ Enjoy doing jigsaw puzzles or mazes51.__ Sing songs to self52.__ Daydream a lot53.__ Need opportunities to learn by moving or acting things out54.__ Keep time rhythmically to music55.__ Possess intuitive ability56.__ Have a lot of empathy for the feelings of others Notes: MI Development Grid: Top ThreeLeft DominateRight Dominate1 ____2 ____3 ____4 ____5 ____6 ____ By Pearson Education Development Group, Sam Blackman or ONLINE: http://literacynet.org/mi/assessment/findyourstrengths.htmlAlthough Howard Gardner’s theory of multiple intelligences (MI) is over a decade old, teachers are still trying to find the best way to use this theory to assess students with different styles of learning and varied academic strengths. Multiple Intelligences shape the way students understand, process, and use infoirmation. Disclaimer: These checklists and questionnaires are not to be substituted for professional Medical advice. These are the opinions of Tricia Cook and should not be used to diagnose or prescribe. Tricia is not a doctor. |
 READING & LEARNING INTEREST SURVEY Date: Student: DOB: Observer: | ||
 Feelings Chart Proved by www.raisingboysandgirls.come | ||
Do you like reading? What do you like to read? Do you like to write? Had to happeMath? How do you feel you learn best? Had tHad to happeno happen | Notes: | |
Alphabetics- Phoneme Sounds. Student points and gives letter name and then letter sound. Screener has a copy and writes down specific answers for students. See Appendix Cont. for Student Prompt Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz OTHER: Notes: Spelling Inventory. Read phonetic and sight words (back and forth) to have the student spell onto black T-chart. Check phoneme sounds above to the nonsense word spelled out by the student. See Appendix Cont. for Student Prompt. Phonetic WordsStudents Sample Sight WordsStudents Samplecap LogHutTenSipPlanCrum stepgatewideChatShipSpunThinduckstalesmilescrapstrokepitchshrine aofondotheandanyyouareallwithfromwhatwereotheryoursaidwouldwhichaboutbefore Phonics Inventory- missed spelled words above…work samplesScope and sequenceNeeds all phonemes to mastery -ConsonantsReview: Notes:-Vowels/Long VowelsReview:Notes:-BlendsReview:Notes:-DigraphsReview: Notes:-Phonograms- Diphthongs, Special Vowels including r-controlledReview:Notes:-RulesReview:Notes: | ||
| Visual Processing | ||
| Transpositions- Cpa | Samples: | |
| Reversals- C@P or Capitals | ||
| Closure Issues:a, o’s, etc. don’t meet up/ front/back tail | ||
| Picture Find (confusing- incomplete, differences, Spacing off H & V) | ||
| Descr.: blurry, jumping, flying, skipping lines | ||
| Position Frequently (percentage= total characteristics/total letters spelled) | Notes: | |
Total percentage %: |
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Date: Student: DOB: Observer: | |||
| Auditory Processing | Sample: | Notes (note which position: beginning, middle, end): | |
| Omissions: (words ex. below) | |||
| Deletions- cp | |||
| Additions- caop | |||
| Substitutions- cip | |||
| Repetitions- caap | |||
| Include PA- Language/Listening, Alliteration, Assonance, & Rime (see below). Also, ask about sensitivity to loud noise, muffled sounds when in a crowd for CAPD). | . 4) Phonological Awareness. Take the same misspelled phonetic and sight words from above to check the student’s phonological awareness. WordsWhat is ___________ (First, Middle, Last) Sound You Hear? Give me another word with same first sound. How many syllables does that word have?Give me another word that rhymes with_______. How many syllables does that word have?Take away the / / sound and what do you get? Now, take away the / / sound and what do you get? PA Continuum: mark on continuum below/above 2 Step Directions (above): 2) Rhyming 3) Alliteration 4) Syllables Notes: | ||
| Dysgraphia- Proprioception | |||
| Finger Tapping Speed (see notes) |  | ||
| Writing Rubric |  | ||
Sample: | |||
| Spacing off | |||
| Tight/Loose Grip- Dark/Light | |||
| Organization | |||
| Splitting & Drawing of Letters | |||
| [>50% see above] | Notes: | ||
| Writing Sample (paragraph of interest) Writing Prompt ex: Tell me about your last trip to the store? | Organization | ||
| Mark: Below standardMeets StandardAbove Standard | Level of Content | ||
| Development | |||
| Grammar & Mechanics | |||
| Specific Language Impairment | Style | ||
| Endings of Conjugations (endings, -s,-es) | Format | ||
| Nouns/Verbs usage | Notes: | ||
| Adj./Adv. usage | |||
| Overall Lang. Development (#sounds-production/r,s,w,etc/words, age) | |||
| Notes: | |||
| of Tricia Cook and should not be used to diagnose or prescribe. Tricia is not a doctor. Disclaimer: These checklists and questionnaires are not to be substituted for professional Medical advice. These are the opinions. |
| Sound- Word Knowledge Inventory Date: Student: DOB: Observer: Direction- student reads and answers the questions | ||
| Words (missed above): | How many letters? | How many sounds? |
| Notes: | ||
| of Tricia Cook and should not be used to diagnose or prescribe. Tricia is not a doctor. Disclaimer: These checklists and questionnaires are not to be substituted for professional Medical advice. These are the opinions. |
 Visual Processing Light Sensitivity Date: Student: DOB: Observer: Directions: from the computer, the child read and spells out-loud, teacher makes comparison amongst color, font, size, and presentation. Note: Comic Sans Font and 11- 30 pt., avoiding black/white, mixture of high-frequency, sight and phonetic words, and spacing. Can you use it for reading then spelling those missed (see list below- to check visual processing). |
| Pre-primer (30) a Pl ay all out Af ter Total ___/5 once always right Ab out never Total __/5 Pl ease again open A round sing Total ____ /5 are Pret ty an over Be cause Total ____/5 Primer (12) own // big said // at ran // any put // been sleep // carry Total ____ /5 First (18) see // ate // ride as // round // before tell // clean // seven (STOPPED HERE) can // the // be ask // some // best Total ____/5 Second come three black say by stop both these done show down to brown she could take buy those draw six find two but so every thank call upon drink small for up Total _____/5 then does use fall ten go where do there give think don’t very far today help yellow eat they going walk fast wash full together here you four this had Total _____/5 |
 Notes: Disclaimer: These checklists and questionnaires are not to be substituted for professional Medical advice. These are the opinions of Tricia Cook and should not be used to diagnose or prescribe. Tricia is not a doctor. |
| Running Record Date: Student: DOB: Observer: Directions: from the computer, the child read and spells out-loud, teacher makes comparison amongst color, font, size, and presentation. Note: Comic Sans Font and 11- 30 pt., avoiding black/white, mixture of high-frequency, sight and phonetic words, and spacing. Can you use it for reading then spelling those missed (see list below- to check visual processing). | |
| Notes: Errors, Self-corrections, deletions, substitutions, additions, etc.. | Sample: Disclaimer: These checklists and questionnaires are not to be substituted for professional Medical advice. These are the opinions of Tricia Cook and should not be used to diagnose or prescribe. Tricia is not a doctor. |
Looking to Heal Our Own [Learning] Difference 