What is PAGS®?
PAGS® is designed to support schools and organizations in their efforts to meet learner potential.
PAGS® recognizes the uniqueness of learners and produces a summary of strengths and challenges as part of an overall learner profile.
PAGS® assists teachers and professionals to produce coherent, well-documented strategies and plans.
PAGS® has been developed to underpin curricular learning and set curricular targets.
PAGS® is a mapping process that highlights progress or regression thus guiding practitioners towards reaching student potential and establishing support functional skills for life.
PAGS® Supports the RTI (Response to intervention) model with empirically-based evidence of progress and monitoring.
Who is PAGS® for?
The PAGS (Profile Assessment and Goal Setting) framework has been developed for the teachers and parents of children and young adults aged 5 to 25 years presenting with Neurodevelopmental conditions such as Attention Deficit Hyperactivity Disorder (ADHD), Dyslexia, Dyspraxia, Autism, Pervasive Developmental Disorder (PDD), conduct disorder, attachment disorder, moderate and mild learning difficulties, global developmental delay and mental health problems.
What makes PAGS® unique?
PAGS® assesses neuro-diverse children and young adults through a developmental model so that their skill deficit, based on their cognitive or neurological level can be established.
PAGS® uses neurotypical development as a benchmark to support goal setting but is flexible and enables more discrete levels of progress to be recorded.
PAGS® pinpoints skill development in four assessment categories, thus ensuring the development of the whole child is supported.
PAGS® assessments follow a progressive developmental sequence, divided into components that secures and consolidates aspects of learning.
PAGS® assessment categories enable a focus on a specific area of need such as cognitive development, social communication or self-regulation, in order to help create a balanced profile as a consequence of maximizing targeted skills.
PAGS® provides personalised targets which are key to highlighting all four areas of development and help minimise the concept of failure from test results.
PAGS® links together information from the parents and teachers in a distinctive fashion and supports the writing of an Education Health Care Plan (ECHP).
PAGS® provides evidence to support the RTI model which can be used to monitor progress and establish the appropriate tier of intervention.
What does PAGS® provide?
PAGS® provides personalised targets with appropriate interventions to support the specific needs of each individual child as advocated by the Rochford Review (2017)
PAGS® offers more discrete level of progress, enabling clear progress to be documented and ensures the learner experiences success.
PAGS® provides an overview of the concepts mastered using three main developmental stages, Interim, concept operational and advanced. Neurotypical age groups may be delayed or absent in neurodiverse learners hence the focus instead on developmental stages.
PAGS® Assessments provide clear visual representation of progress in four distinct areas:
Communication and Interaction
Vocabulary, and language processing
Receptive and expressive language
Cognition and Learning
Problem-solving in real-life situations
Use of memory and processing
Planning and implementing ideas
Accessing, applying and documenting learning
Adapting and making connections
Physical and mental health
Adaptive behaviours, coping with change and stress
Emotional and behavioural functioning
Regulation of attention and executive functioning
Social Interaction and Social Awareness
Developing and maintaining relationships
Adaptive engagement and compromise
Cultural engagement and development
How PAGS can help parents?
PAGS® is a digital communication platform for all professionals who are working with your son/daughter. Parents can share the PAGS® report, child’s personalized goals and effective strategies with your learning coach or an educational consultant.
How PAGS® works
PAGS® profile focuses on acquiring skills and concepts. Each level consists of questions or statements designed to check for skill mastery.
PAGS® has been developed through empirical research and the knowledge of experienced practitioners resulting in quantifiable evidence to guide target setting.
PAGS® accommodates the variation in or lack of a developmental pattern in the acquisition of skills often experienced by Neurodiverse individuals. This may result in possible gaps in earlier learning skills which may be assumed mastered when that may not be the case. Attempting to build skills when the foundation is not secure may result in compromised progress or development.
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