Pags for public info v2 2019

© Felser Limited. All rights reserved
An innovative web based assessment and progress
monitoring tool
A digital communication platform for skill development in neuro-diverse learners aged
5-25 with social communication difficulties, related to social ,emotional behavioural and
cognitive functioning
www.pagsprofile.com

What is PAGS®
(Profile, Assessment and Goal Setting) ?
• A new web-based assessment tool, designed to help teachers and professionals set and monitor
goals for learners with social thinking difficulties
• It focuses on skills that underpin curricular learning, and enables effective goal setting and progress
monitoring relevant to any curriculum
• It is based on cognitive theories of development and integrates social communication with cognitive
learning specifically targeting those with neurodevelopmental difficulties and delays
• It tracks progress by module or developmental stages
www.pagsprofile.com

Advantages of PAGS®
• Provides a base foundation and improves learners’
chances of having more meaningful educational
experiences
• Can be the first port of call prior to a specialist
• Provides rapid screening or self assessment
• Provides objectives, activities, & resources appropriate to
learners’ developmental level
• Can be completed by parents, teachers or other professionals
• Can be used in any school or organization and supports
transitions between schools
• Complements other assessments such as speech and
language or cognitive assessments
.
www.pagsprofile.com

What does PAGS® achieve?
• It recognizes that every individual is unique and supports cognitive development by creating new neural
pathways
• It identifies missing skills and sets realistic targets that develop skills in a comprehensive and systematic
manner
• It produces an individual learning plan, showing learners’ strengths and areas for development
• It provides strategies and resources to support teachers and parents
• It supports inclusion and measures progress in social, communication, cognitive and self-regulation skills

PAGS ®
assesses skill
development
through four
modules
Communication and Interaction: Development of verbal, nonverbal and
functional communication. This targets general language, questioning,
nonverbal communication and questioning skills
Social Interaction and Social Awareness: Development of assertiveness,
empathy and self-awareness. Builds awareness of personal rights and
responsibilities
Self Regulation : Development of adaptability. Targets management of
behaviour, emotions, stress and change
Cognition and Learning Cognition: Development of core ability and
processing. Targets real life problem solving, memory and learning strategies.
www.pagsprofile.com

PAGS® Steps
• Complete the relevant questionnaire (teacher, parent, professional, or
other)
• Select the appropriate goals
• Select suggested strategies and resources to achieve the goals
• Implement personalised cross-curricular targets in your classroom/setting
• Track and monitor progress
www.pagsprofile.com

PAGS® guided assessment / In-depth assessment
• guided assessment
• minimizes questions required to provide
sufficient targets
• Targeted skills are mapped
• Personalized learning goals are
recommended
• Teaching strategies are provided
• in-depth assessment
• provides a full developmental insight
of the learner
• Allows external people to complete
questions on selected modules
www.pagsprofile.com

• Start, continue or re-take assessments
• Setup targets and record progress
• View progression charts and assessment
results
• View overall progress indicators
• Generate a printable version of the assessment
data
The progress indicator ‘% completed’ label
indicates:
• Progress to completion for in-depth
assessments
• Progress towards collecting adequate targets in
guided assessments
www.pagsprofile.com
PAGS® Assessment overview

• A user reports on mastery of key
concepts and skills across a range of
settings through a scale of ‘always’,
‘sometimes’ or ‘never’
• Each criteria has three main stages
based on neurotypical development
although delays may be observed
• Interim -5-7y
• Concept Operational 7-11yrs
• Advanced +11y
www.pagsprofile.com
PAGS® Questionnaire sample

www.pagsprofile.com
The assessment' results grid will
show the most recent scores for
each developmental step and strand.
100% achievement means that they
have met their personal target and
are eligible to progress on through
the PAGS system towards greater
independence and success
The bar chart at the top indicates the
score achieved for each strand within the
selected model
The result grid shows the total versus the
recorded score for each developmental
step
The legend provides information on the
format used in the display grid
NB: a score of 4 I 3 indicates that 3
points out of a possible 4 were scored
(75%)
PAGS® Assessment Grid

PAGS® Progression plots
reflect the results and progress in each module
www.pagsprofile.com
For example, this shows that the
developmental step
“ recall information”
has grown from 33% to 100%.
Moving the cursor over the plot will
display more information such as
dates for previous measurements
completed to present this data

• Learning targets help the user select appropriate goals
• provide a list of meaningful targets based on the assessment, that ensure an accurate
and appropriate developmental pathway
• At least one target is selected per module
www.pagsprofile.com
PAGS® Learning Targets
Set targets, record progress upload proof

PAGS® Learning strategies
www.pagsprofile.com
Each target is supported by
learning strategies designed
to achieve target success

PAGS® Learner profile
• Back ground
information is used by
PAGS ® to guide target
selection
• Skills can be updated
and personalised
learning can be adjusted
as progress towards
targets is achieved
www.pagsprofile.com

PAGS® Data collection
• Through PAGS®, the schools and organisations
can monitor progress and analyse patterns
• The software produces customised data
collection showing where the learner’s
developmental level is compared to
neurotypical development (NT)
• E.g. Data collected for a 15y old, with autism:
Feb 2019 (grey) first set of scores; June 2019
(green) second set of scores (100% is NT).
Greatest progress was recorded in Self
Regulation (Concept Operational level)
www.pagsprofile.com

PAGS® assesses, monitors
and builds skills
• Self-awareness
• Empathy
• Critical thinking
• Creative thinking
• Decision making
• Problem Solving
• Effective communication
• Interpersonal relationship
• Coping with stress
• Coping with emotions
The Ten core Life Skills by World Health Organisation and
UNESCO
www.pagsprofile.com

Where are we today?
12th International Autism
Congress Nice
PAGS®
Poster presentation
Web-based software July
2019
Affiliated partners network:
UK, Belgium, East African
Countries, Croatia, Slovenia,
Serbia
www.pagsprofile.com

PAGS® Outcomes
• Improve quality of teaching and learning
• Foster teacher and parent commitment
• Reduce the workload of SENCOs through upskilling teachers
• Enable parents and significant adults to be actively involved in the intervention and support process
of neurodiverse learners
• Provide concrete evidence to show student progress
• Measure social progress
• Provide opportunities for further curriculum development
• Add value to existing education programmes
• Provide positive evidence of school improvement
www.pagsprofile.com

PAGS® for parents
– a digital communication platform for all professionals who are
working with your child
Parents can share the PAGS®
report, child’s personalised goals
and suggested strategies with the
class teacher, learning coach, private
tutor or an educational consultant
Parents have an overview of their
child’s strengths and areas to
develop
www.pagsprofile.com

Parent feedback, Jan and July 2019
• “….a more detailed mindmap was created of my son highlighting in great detail
the specific strengths and weaknesses in all aspects of his learning and social
abilities.
• It has enabled me to get a better picture of where my son’s difficulties lie. A very
handy tool for any parent, teacher or specialist who work with children and who
have learning difficulties.
• The biggest advantage is that you can work on these issues much quicker. The
quicker that these basic learning and life skills are taught and recognised, the
quicker the child can be helped.
• Until now it's taken us his whole primary school life to create a better
understanding on the difficulties that my son has. ” Karen Verbeeck, Belgium
www.pagsprofile.com

Current challenges with assessing and
supporting SEND learners
• Schools face difficulties in setting “goals around social, emotional,
communication, self-regulation, and cognitive challenges and working on them
collectively.” Tally Nuytten, Directeur, SINT-JOZEF OV4, Antwerp, Belgium,
www.sintjozefov4.b
• We sometimes experience that students passing from the first to second or third
degree (there are 3 degrees in Flemish secondary education) lack skills that
‘officially’ should have been developed earlier on.” Tally Nuytten, Directeur,
SINT-JOZEF OV4, Antwerp, Belgium, www.sintjozefov4.be
• “The biggest issue is finding an efficient way to get baseline measurements,
systematic interventions to address issues, measure and report progress
quantitatively and qualitatively.” Wendy Quick, Learning Support Teacher,
American School of Paris, France
www.pagsprofile.com

For more info visit: www.pagsprofile.com
Worldwide: Feliciea Jibson M.Ed
feliciea@pagsprofile.com
Phone: +447756265545
UK PAGS ® collaborator: Nazia Ansari, B. Ed,
Inclusive Education Consultant
inclusivityeducation@gmail.com
Phone: +447909797760
PAGS® East Africa: Scilla Allen M. Ed PGC
Scilla@eftienterprise.com
Phone: +254 720857072
PAGS® Croatia, Bosnia & Herzegovina, Serbia,
Montenegro, Macedonia and Slovenia : Aisa
Milovic, Procurist
a.milovic@globalnet.hr
Phone: +385914535901
www.pagsprofile.com

Pags for public info v2 2019

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