1. Raising the Achievement of all Learners in Inclusive Education

2. Overview of presentation
The Agency
The ‘Raising Achievement’ (RA) project overview
Project activities
Project practical work
Project outcomes and outputs
Overview of presentation
The European Agency
The ‘Raising Achievement’ (RA) project overview
Project activities
Project practical work
Project outcomes and outputs

3. The Agency
An independent organisation that acts as a platform for collaboration for the ministries of education in member countries
Our mission is to help member countries improve their inclusive education policy and practice for all learners
Our work is in line with and directly supports international and European Union policy initiatives on education, equity, equal opportunities and rights for all learners
Co-funded by the member countries’ ministries of education and the European Commission’s Erasmus+ Programme
The Agency
An independent organisation that acts as a platform for collaboration for the ministries of education in member countries
Our mission is to help member countries improve their inclusive education policy and practice for all learners
Our work is in line with and directly supports international and European Union policy initiatives on education, equity, equal opportunities and rights for all learners
Co-funded by the member countries’ ministries of education and the European Commission’s Erasmus+ Programme

4. Position on Inclusive Education Systems
Vision for inclusive education systems… ...all learners of any age are provided with meaningful, high-quality educational opportunities in their local community, alongside their friends and peers
The Agency member countries’ shared ultimate vision for inclusive education systems is that ...all learners of any age are provided with meaningful, high-quality educational opportunities in their local community, alongside their friends and peers

5. Currently
31 member countries: Austria, Belgium (Flemish and French speaking communities), Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Norway, Poland, Portugal, Serbia, Slovak Republic, Slovenia, Spain, Sweden, Switzerland and United Kingdom (England, Northern Ireland, Scotland and Wales)
Secretariat in Odense, Denmark
European Liaison office in Brussels, Belgium
Currently…
30 member countries: Austria, Belgium (Flemish and French speaking communities), Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Norway, Poland, Portugal, Serbia, Slovak Republic, Slovenia, Spain, Sweden, Switzerland and United Kingdom (England, Northern Ireland, Scotland and Wales)
Secretariat in Odense, Denmark
European Liaison office in Brussels, Belgium

6. Key activities
Provide information for member countries on their progress and developments with regards to inclusion
Thematic projects focusing on priority topics identified by member countries
Data collection and statistics
Information dissemination
Organisation of special events (European Hearings, conferences, thematic seminars, workshops and meetings)
Key activities
Provide information for member countries on their progress and developments with regards to inclusion
Thematic projects focusing on priority topics identified by member countries
Data collection and statistics
Information dissemination
Organisation of special events (European Hearings, conferences, thematic seminars, workshops and meetings)

7. ‘Raising the Achievement of all Learners in Inclusive Education’ (2014–2017)

8. Project Background
Highest performing education systems combine quality with equity (OECD, 2012)
Inclusive practice: equal opportunities and more equitable outcomes for all learners
Positive impact of inclusion on academic achievement (European Agency, 2012)
Need to pursue equity in the aims, content, teaching methods and forms of learning to achieve a high quality education for all (Council Conclusions, 17 February 2017)
Project Background
Research shows high performing systems also more equitable - Every learner on the agenda always. Dealing with diversity strengthens the performance of all teachers and therefore quality of education for all learners
Highest performing education systems combine quality with equity (OECD, 2012)
Inclusive practice: equal opportunities and more equitable outcomes for all learners
Positive impact of inclusion on academic achievement (European Agency, 2012)
Need to pursue equity in the aims, content, teaching methods and forms of learning to achieve a high quality education for all (Council Conclusions, 17 February 2017)

9. Inclusive Education and Raising Achievement
Inclusive education as an organising principle or ‘mega strategy’:
Diversity in the classroom increases capability and provides:
more equitable opportunities for all learners to participate, to raise their achievement and experience success
more authentic outcomes for life (including personal and social) through flexible organisation, curriculum and assessment and learner-centered teaching.
Inclusive Education and Raising Achievement
So to continue this thinking – an important part of this relationship between inclusion and RA – and we came to see that inclusion is as an organising principle underpinning all policy and practice and as a ‘mega strategy for RA (Mitchell) - as well as enhancing learning through security and belonging – educating all learners together also provides more equitable opportunities and potentially more authentic outcomes for life – not only in the formal curriculum but also informal/non formal in school and in the community beyond – for all learners

10. Project aim and questions
Aim: to provide evidence of effective practice in raising achievement and building the capacity of schools and communities to include and support all learners
Questions:
What pedagogical strategies and leadership approaches best support learning and are effective in raising the achievement (academic and social) of all learners?
What collaborative approaches are effective in raising the achievement of all learners?
Project aim and questions
This work builds on the previous Raising Achievement for all Learners (RA4AL) Agency project from 2012.
Aim: to provide evidence of effective practice in raising achievement and building the capacity of schools and communities to include and support all learners
Questions:
What pedagogical strategies and leadership approaches best support learning and are effective in raising the achievement (academic and social) of all learners?
What collaborative approaches are effective in raising the achievement of all learners?

11. Project ‘Theory of Change’
Pedagogy: from traditional approaches to flexible teaching and support, assessment for learning, relevant curriculum - increasing teacher confidence in taking responsibility for ALL
Leadership: from reactive to constructive/proactive support for staff and learners
Collaboration: from individual/small group stakeholder work to trust and effective co-working for whole LC
Achievement – from focus on academic/accredited outcomes to authentic learning for life and work, active learner engagement
Project ‘theory of change’ - from what and why to how could it be?
Pedagogy: from traditional approaches to flexible teaching and support, assessment for learning, relevant curriculum - increasing teacher confidence in taking responsibility for ALL
Leadership: from reactive to constructive/proactive support for staff and learners
Collaboration: from individual/small group stakeholder work to trust and effective co-working for whole LC
Achievement – from focus on academic/accredited outcomes to authentic learning for life and work, active learner engagement

12. Collaborative learning
Learning Communities:
‘collaboration of education stakeholders around clusters of schools involving school and community personnel, together with researchers, local area leaders and policy makers’ (European Agency, 2016)
Collaborative learning
Learning Communities:
‘collaboration of education stakeholders around clusters of schools involving school and community personnel, together with researchers, local area leaders and policy makers’ (European Agency, 2016)

13. Selection of Learning Communities
29 Agency member countries have participated in the project
Criteria were defined for applications to be involved in school-based work
13 countries applied (Greece, Hungary, Ireland, Italy, Latvia, Lithuania, Poland, Portugal, Slovakia, Sweden, UK-England, UK-Northern Ireland, and UK-Scotland)
3 Learning Communities (LC) were selected: from Italy, Poland, UK-Scotland
Selection of Learning Communities
29 Agency member countries have participated in the project
Criteria were defined for applications to be involved in school-based work
3 Learning Co13 countries applied (Greece, Hungary, Ireland, Italy, Latvia, Lithuania, Poland, Portugal, Slovakia, Sweden, UK-England, UK-Northern Ireland, and UK-Scotland)
3 Learning Communities (LC) were selected: from Italy, Poland, UK-Scotland

14. Calderglen mainstream school and Sanderson special school, East Kilbride
Group of Schools in Łajski, Commune of Wieliszew
29 Agency member countries have participated in the project
Criteria were defined for applications to be involved in school-based work
13 countries applied
3 Learning Communities (LC) were selected
Istituto Tecnico Agrario Sereni (I.T.A. Sereni) & Istituto Comprensivo Antonio Rosmini, Rome Lazio region

15. Networking activities
Project kick-off meeting in June 2014.
School/LC based work between May 2015 until end 2016
Participants from each country: 1 practitioner and 1 researcher (total: 60 researchers and external project participants).
Participants‘ visits in LC sites in 2015 and follow- up visits in 2016.
On-line forum: platform of communication and on-going support between the visits.
Working Conference in Malta (April, 2017).
Networking activities
Kick-off meeting in June 2014
Participants from each country: 1 practitioner (teachers and headteachers) and 1 researcher (60 researchers+ external project participants in total). In 2015, the project team and participants (primarily researchers and school leaders from member countries) visited the three sites in order to explore the identified issues and support the learning communities to introduce relevant initiatives. Follow-up visits to the three Learning Communities took place during The site visits involved presentations and workshops on key issues relevant to the Learning Communities. Project experts and staff from the Learning Communities discussed the successes and the challenges that informed further work and priorities.
Throughout the project, the participants have been sharing ideas via an on-line forum. This forum serves as a platform for communication and on-going support on three levels: within the learning communities, between the learning communities and among the 'international learning zone'.
Working Conference in Malta (April, 2017)

16. Raising Achievement school-based activity
Baseline 1
Project Input
Structure/Process
Outcomes
Self-Review
Learner Information
LC contextual analysis (change to date)
Identification of key issues
Visits
Forum research / experience to inform decisions and develop thinking / practice
LC organisation
Network Community engagement
Support systems
Leadership
Adapted curriculum & pedagogy
Support stratagies
Positive attitude
Increased participation
Increased collaboration
Developing skills & confidence (teachers and learners
29 Agency member countries have participated in the project
Criteria were defined for applications to be involved in school-based work
13 countries applied
3 Learning Communities (LC) were selected
Baseline 2 – Analysis of theory of change / what works / Project Imapct
Outcomes leading to raised attainment / achievement increased independence further study & employment

17. LC focus areas
The LCs have identified some key issues as a focus for the practical work including:
Developing strategies to increase staff engagement - professional development, leadership opportunities.
Exploring strategies to provide a more relevant curriculum (cross-curricular approaches, practical/vocational courses).
Examining a pedagogy for deep learning and developing learners’ growth mindset
Increasing the learner voice in assessment and learning.
Working with parents and the local community (e.g. neighbourhood schools, universities, employers).
LC focus areas:
The LCs have identified some key issues as a focus for the practical work including:
Developing strategies to increase staff engagement - professional development, leadership opportunities
Exploring strategies to provide a more relevant curriculum (cross-curricular approaches, practical/vocational courses)
Examining a pedagogy for deep learning and developing learners’ growth mindset
Increasing the learner voice in assessment and learning
Working with parents and the local community (e.g. neighbourhood schools, universities, employers)

18. Self-Review Pedagogy for all learners Support for learning
Leadership roles and approaches
Learner well-being and participation
Curriculum development
Partnerships and collaborative working
Support systems
How well are we doing? What can we improve? Dialogue with stakeholders
How will we monitor progress? What evidence can we collect?
What does the data tell us? (Priorities)
What actions will help to answer our questions? Who will be involved?
What specific questions should we investigate?
Start of Raising Achievement project ‘input’
Self-Review
Pedagogy for all learners
Support for learning
Leadership roles and approaches
Learner well-being and participation
Curriculum development
Partnerships and collaborative working
Support systems.

19. Outcomes of LC work (1)
School development through an ‘inclusive lens’ - focus on equity across all school structures and processes (e.g. learner grouping, staff allocation, access to curriculum and wider activities, accreditation of learning and qualifications, resource allocation).
Analysis of learner attainment and achievement – development of more personalised ways to value wider and more authentic outcomes.
Measures to address the health and well-being of all learners.
Flexible learning opportunities that provide continuity and progression through the phases of education and ensure the relevance of learning for life and work.
Outcomes of LC work (1)
School development through an ‘inclusive lens’ - focus on equity across all school structures and processes (e.g. learner grouping, staff allocation, access to curriculum and wider activities, accreditation of learning and qualifications, resource allocation).
Analysis of learner attainment and achievement – development of more personalised ways to value wider and more authentic outcomes.
Measures to address the health and well-being of all learners.
Flexible learning opportunities that provide continuity and progression through the phases of education and ensure the relevance of learning for life and work.

20. Outcomes of LC work (2)
Shared leadership and increased collaboration among school staff
Partnership with parents, carers and families- local community and employers’ involvement to increase curriculum relevance and work opportunities
Increased capacity for evidence-informed practice within the school through networking both within the learning community and beyond
Monitoring the quality of inclusive education for a deeper understanding of structures and processes and their impact on outcomes for all learners.
Developing a ‘growth mindset’, which sees hard work and persistence as contributing to success.
Outcomes of LC work (2)
Shared leadership and increased collaboration among school staff
Partnership with parents, carers and families- local community and employers’ involvement to increase curriculum relevance and work opportunities
Increased capacity for evidence-informed practice within the school through networking both within the learning community and beyond
Monitoring the quality of inclusive education for a deeper understanding of structures and processes and their impact on outcomes for all learners.
Developing a ‘growth mindset’, which sees hard work and persistence as contributing to success.

21. Seven actions and key messages for RA (1)
1. Create an RA culture
A culture of trust and openness enables all learners to succeed
2. Lift limits on learning
Achievement is raised by extending the learning opportunities available to every member of the learning community
3. Develop a system of mutual support
Everyone needs support – and can provide support to others
Seven actions and key messages for RA (1)
1. Create an RA culture
A culture of trust and openness enables all learners to succeed
2. Lift limits on learning
Achievement is raised by extending the learning opportunities available to every member of the learning community
3. Develop a system of mutual support
Everyone needs support – and can provide support to others

22. Seven actions and key messages for RA (2)
4. Nurture all learners
Raising achievement practice is learner-centred
5. Share leadership
Raising achievement is everyone’s responsibility
6. Focus on what matters
Raising achievement requires ongoing monitoring and reflection on priorities
7. ACHIEVE MORE TOGETHER!
Raising achievement involves building a collaborative learning community
Seven actions and key messages for RA (2)
4. Nurture all learners
Raising achievement practice is learner-centred
5. Share leadership
Raising achievement is everyone’s responsibility
6. Focus on what matters
Raising achievement requires ongoing monitoring and reflection on priorities
7. ACHIEVE MORE TOGETHER!
Raising achievement involves building a collaborative learning community
Nurture all learners
Share leadership
Focus on what matters
ACHIEVE MORE TOGETHER!

23. Recommendations for school leaders and teachers
Build a strong leadership team and distribute tasks among stakeholders to ensure sustainability and secure engagement.
Develop a school ethos that supports respectful interactions between all stakeholders.
Ensure evidence-informed teaching and learning.
Provide a flexible curriculum to ensure relevance to all learners.
Develop ‘assessment literacy’ among teachers and other stakeholders
Build structures/processes that support collaboration with families and specialist services
Recommendations for school leaders and teachers
Build a strong leadership team and distribute tasks among stakeholders to ensure sustainability and secure engagement.
Develop a school ethos that supports respectful interactions between all stakeholders.
Ensure evidence-informed teaching and learning.
Provide a flexible curriculum to ensure relevance to all learners.
Develop ‘assessment literacy’ among teachers and other stakeholders
Build structures/processes that support collaboration with families and specialist services

24. Recommendations for system leaders and policy-makers (1)
Develop ways to gather and share information on ‘what works’.
Facilitate national dialogue to develop a shared understanding of inclusive education.
Increase collaboration between ministries/departments at national level that have a key role in education and support for learners and their families.
Policy implications (1)
Develop ways to gather and share information on ‘what works’.
Facilitate national dialogue to develop a shared understanding of inclusive education.
Increase collaboration between ministries/departments at national level that have a key role in education and support for learners and their families.
Ensure clarity regarding the functions of formative and summative assessment and work towards an integrated assessment system that is fit for purpose and includes all learners.

25. Recommendations for system leaders and policy-makers (2)
Ensure clarity regarding the functions of formative and summative assessment and work towards an integrated assessment system that is fit for purpose and includes all learners.
Ensure that policy for initial teacher education and continuous professional development focuses on equity and diversity.
Undertake a review of accountability and quality assurance mechanisms to ensure they are coherent and support inclusive development.
Policy implications (2)
Ensure clarity regarding the functions of formative and summative assessment and work towards an integrated assessment system that is fit for purpose and includes all learners.
Ensure that policy for initial teacher education and continuous professional development focuses on equity and diversity.
Undertake a review of accountability and quality assurance mechanisms to ensure they are coherent and support inclusive development.

26. Project outputs
Raising the Achievement of all Learners in Inclusive Education: Lessons from European Policy and Practice and Final Summary Report
Raising the Achievement of All Learners: A Resource to Support Self-Review
Raising the Achievement of all Learners in Inclusive Education: Literature Review
Raising the Achievement of all Learners in Inclusive Education: Conceptual framework
Key Actions for Raising Achievement: Guidance for teachers and leaders and 22 Country reports on individual approaches to raising achievement are soon available on the project web area
Raising the Achievement of all Learners in Inclusive Education: Lessons from European Policy and Practice and Final Summary Report
Raising the Achievement of All Learners: A Resource to Support Self-Review
Raising the Achievement of all Learners in Inclusive Education: Literature Review
Raising the Achievement of all Learners in Inclusive Education: Conceptual framework
Key Actions for Raising Achievement: Guidance for teachers and leaders and 22 Country reports on individual approaches to raising achievement are soon available on the project web area

27. Contact
European Agency for Special Needs and Inclusive Education Østre Stationsvej 33, DK-5000 Odense C, Denmark Tel:
Contact
European Agency for Special Needs and Inclusive Education
Østre Stationsvej 33, DK-5000 Odense C, Denmark
Tel: