1. Evaluation of Norta Norta
Norta Norta is like a best friend, only smarter.
Louise Taggart Senior Evaluation Officer, Indigenous
Dr Susan Harriman Manager, Evaluation Practice
Quote from a Yr 11 student at Airds High School – Phase
LT & SH currently working in SEPE bureau
Involvement of reference group - PERG
Student Engagement and Program Evaluation Bureau

2. Norta Norta Individual Sponsorship Program
What is it?
Closing the Gap
Norta Norta Program Guidelines 2012
In 2008, the Commonwealth, states and territories agreed on targets aimed at closing the gap for Aboriginal disadvantage.
NN grew out of National Partnership Agreements between NSW and Commonwealth governments - linked to Closing the Gap measures
NN – one of department’s principal strategies to close the gap beween educational outcomes of Aboriginal and non- Aboriginal students
i.e. to reduce the 2008 gap in the completion of Year 12 or the equivalent Vocational Education and Training (VET) qualification of Aboriginal students is reduced by 25% by and by 50% by 2020
Senior NN program – individual sponsorship component provides academic assistance for Aboriginal students in Years 11 and 12, to achieve their potential in their senior studies
Schools must apply for students to participate in senior NN
Tutorial assistance is available for all senior subjects, and for general literacy, numeracy and study skills. A total of 75 hours of tuition is available per student, each year
Schools recruit the tutors and manage the program (NN contact)
Schools determine best model of tuition delivery i.e. to suit their students
NN Program Guidelines – available on ATED website

3. Evaluation of Norta Norta Program
Who commissioned?
Why?
What? terms of reference
How? surveys and qualitative interviews
Where to? impact of evaluation
WHO? AETD commissioned SEPE to conduct evaluation
WHY evaluate? to assess the effectiveness of Norta Norta IS Program in reducing the gap in completion of Year 12 or equivalent qualifications
WHAT? terms of reference (ToR)
TOR - to determine the effectiveness of Norta Norta, the evaluation seeks to:
determine the impact of the program on student achievement, including learning outcomes, course completion and post-school intentions
assess the impact of Norta Norta on the level of engagement of participating senior students, including attendance, retention, self-concept and self-efficacy
determine the effectiveness of the implementation of the program and the modes of tuition
assess the level of participation in the program by schools
assess the level of parental awareness of the availability of support through Norta Norta
make recommendations as to how the program can be improved.
HOW? The evaluation uses a mixed-method evaluation methodology, in two phases over
qualitative and quantitative methods
interviews with Norta Norta tutors, and school staff
focus group interviews with other stakeholders including students, parents and community members
surveys of stakeholders including teachers, tutors and students
WHERE to? – impact on evaluation on future of Norta Norta

4. What have we learned? student outcomes Implementation in schools
impact on staff
This presentation looks at some of the preliminary findings
student outcomes – focus on achievement and engagement
implementation in schools and participation by schools
impact on staff – principals, executive, NN contacts, teachers and other staff

5. Has it worked for students?
Completion of HSC
Post school intentions
Attitude to school /confidence
Increased student expectations
Retention
Has it worked for all students?
HSC is main motivational factor for student involvement in NN
“It would mean so much to get my HSC, cause my mum had a nervous breakdown in Year 11 and had to leave (school), and my dad he didn’t get through Year 12 … I want to be a role model for my brothers and sisters, I want to be someone they can look up to and say I want to be like my sister, instead of I want to be like everyone else.”
Tutors played an important role in maintaining student motivation
Post-school intentions
For many high-achievers, their intention to continue their education is determined early in their secondary school life, and the Norta Norta may have less impact on their decisions.
For students experiencing difficulty who enrolled in Year 11 mainly as a result of NSLA, the support provided by Norta Norta may be the ‘glue’ that keeps them at school.
Attitude to school and confidence – increased student expectations
86% school staff and 91% tutors indicated that Norta Norta had a highly effective or moderately effective impact on students’ attitudes to school
DP if criteria for success of program is participation, changing attitude to school and putting a value on HSC, then it’s been successful
Tutor “previously it was a sign of being weak to ask for help, now students accept it and that it does help”
Over 90% school staff & tutors indicated that NN was effective in building student confidence
Student “Before Norta Norta I wouldn’t be able to stand up in front of a class and do a speech. Now I can do that … it’s given me a lot of confidence.”
Retention - impact of tutoring on N-awards
NN contact for a lot of students, no-one in their family has completed Yr 10. At least half students in Yr 12 say “I’m the first in my family to get my HSC”; parents mention that too …
Student “I had 7 N-awards, and I only have 2 now; I’m so excited because I’ve nearly finished my next one.”
Has it worked for all students – NO
Perceptions of students, staff, parents and community – participation by high achievers versus struggling students

6. How does it work best in schools?
Leadership / endorsement of program
Whole school support / organisation
Cultural awareness / links to Aboriginal education
Aboriginal education team and Norta Norta contact

7. How does it work best in schools?
Status of Norta Norta program
Role of tutors
Input from students
Planning for senior years
Status of NN program
– integrated, accepted, promoted
Parent “It needs to be made clearer to parents; parents would like information about the qualified tutor and how the tutor was employed … if school can send letters to follow up an absence, they must be able to send a letter about tutoring to parents; parents could be contacted by letter and a follow-up phone call.”
Role of tutors
– expertise of tutors
– relationships between students and tutors
– collaboration with stage 6 teachers
– mentoring role “what’s my role as tutor”
Input from students
– perceptions about NN program / tuition i.e. high achievers – struggling students
AEW “…in-school awareness of students [about Norta Norta] needs focus; understanding by student leaders – encourage others to take up offer of tutoring.”
– influence on participation/engagement
– “what’s my role as student” e.g. student contract (commitment to program)
Planning for senior years
assessment schedules e.g. use of Moodle other online systems
timetables for tuition e.g. arrangements for free study periods
Year 10 subject selection

8. What can staff learn? Question: Value of relationships
How do we engage Aboriginal students?
Value of relationships
Teaching strategies
Value of PLPs
Question: how do we engage Aboriginal students?
Learning styles
Teaching strategies .e.g. scaffolding, 8 Aboriginal ways of learning
Value of relationships
– student with tutor/teacher
– teachers with tutors
Value of PLPs
– link to tuition
Schools are responsible for ensuring that tuition is aligned with each student’s Personalised Learning Plan, and that both students and parents are consulted in their preparation (AETD, 2011, p. 6).
– To provide meaningful direction for Aboriginal students
PLPs are developed collaboratively with students, parents and teachers. PLPs are intended to be:
“Reflective of students’ academic goals and aspirations while wrapped in a culturally inclusive context that is considerate of the student’s spiritual and physical health and wellbeing” (NSW DET, 2010, p. 14).

9. Evaluation of Norta Norta – Final Report
Final report - released in 2013
Final report - will be published on DEC intranet
Any questions?
Teacher Norta Norta is a worthwhile program that is actively closing the education gap between Aboriginal and non Aboriginal Australians. The program empowers students to meet and then exceed their expectations - thereby broadening their horizons and giving them more options upon completion of school.