Supplemental Letter STATE OF NAGALAND February 22, 2021 International Bank for Reconstruction and Development 1818 H Street, N.W. Washington, D.C. 20433 United States of America INDIA: Loan No. 9185-IN (Nagaland: Enhancing Classroom Teaching and Resources Project) Performance Monitoring Indicators Dear Sirs and Mesdames: We refer to Section II of Schedule 2 to the Loan Agreement of even date between India and the International Bank for Reconstruction and Development (Bank) and Section II of the Schedule to the Project Agreement. Unless otherwise agreed with the Bank, we shall monitor and evaluate implementation of the Project in accordance with the Performance Monitoring Indicators attached to this letter. Very truly yours, STATE OF NAGALAND Attachment Performance Monitoring Indicators Results Framework COUNTRY: India Nagaland: Enhancing Classroom Teaching and Resources Project Development Objectives(s) The objectives of the Project are to (i) enhance the governance of schools across the state; and (ii) improve teaching practices and learning environments in selected school complexes Project Development Objective Indicators Indicator Name Baseline Intermediate Targets End Target Year 1 (2021- 22) Year 2 (2022 -23) Year 3 (2023- 24) Year 4 (2024- 25) Year 5 (2025- 26) Enhance the governance of schools across the state No standardized way of Index for measuring the monitoring the strength of strength of school At least 5% improvement At least 10% improvement Improvement in state school school governance in the governance in the state No target for this year in state school governance No target for this year in state school governance governance index (Text) state finalized and baseline index score over baseline index score over baseline score established Improve teaching practices and learning environments in selected school complexes J Capacity building in use of standardized . d f observation tool for At least 5% average At least 10% average . h. . N o s tan d ard1ze way o . . I mprovement m teac mg m . . h' eva1 uatmg m-c 1 ass improvement in teaching , fo thi improvement in teaching eva 1 uatmg m-c 1 ass teac mg . . . No target for this year scores for selected school 'O target tor this year selected school complexes (Text).. 'teaching practice carried scores for selected school practice out and baseline scores complexes over baseline complexes over baseline established for selected school complexes Enhancement of overall learning No standardized way of Index for measuring the At least 5% average No target for this year At least 10% average No target for this year environment in selected school measuring the quality of quality of learning improvement in learning improvement in learning Indicator Name Baseline Intermediate Targets End Target Year 1 (2021- 22) Year 2 (2022 -23) Year 3 (2023- 24) Year 4 (2024- 25) Year 5 (2025- 26) complexes (Text) learning environments environments finalized environment scores for environment scores for and shared and baseline selected school complexes selected school complexes scores established for over baseline over baseline selected school complexes Intermediate Results Indicators Indicator Name Baseline Intermediate Targets End Target Year 1 (2021- 22) Year 2 (2022 -23) Year 3 (2023- 24) Year 4 (2024- 25) Year 5 (2025- 26) Component 1: Improving System and School Management Strengthened Education State's EMIS rated State's EMIS State's EMIS evaluated State's EMIS evaluated and Management Information "Latent" on more than half improvement and and rated "Emerging" or No target for this year rated "Established" or above No target for this year System (Text) of the SABER-EM IS implementation plan above on most of the on most of the SABER- indicators prepared SABER-EMIS indicators EMIS indicators Strengthened professional Draft state education policy development systems for Training program At least 25% of all At least 50% of all prepared that includes No formalized training for developed for teachers identified teachers and No target for this year identified teachers and requirement for professional teachers and school leaders teachers or school leaders and school leaders (Text) school leaders trained. school leaders trained development systems for teachers and school leaders . . . Training modules At least 25% of all At least 50% of all Draft state education policy of Strengthened capacity district Limited capacity of distric! 4ye]oped for district and identified district and su ,, {arget for this year identified district and sub- prepared that includes requirement for capacity and sub-district education and sub-district education gyb-district education district education district education managers (Text) managers managers managers trained building of district and sub- managers trained district education managers External review of HSLC Implementation of at least Implementation of at least Implementation of at least Low alignment of HSLC and HSSLC examinations 30% of actions outlined in 60% of actions outlined in 90% of actions outlined in Strengthened School Leaving and HSSLC with planned completed. Report and No target for this year Action Plan for Action Plan for Action Plan for Certificate Examinations (Text) reforms to the education action plan in place for strengthening and aligningstrengthening and aligningstrengthening and aligning system strengthening and aligning exams exams exams exams Component 2: Enhancing the Teaching and Learning Environment Improved Grade 10 completion p, ·Jj- be blisheg Baseline for Grade 10 At least 2% average At least 5% average At least 10% average aseine to eesta, 1se. · · . rate for selected school :. ye 1 completion rates in No target for this year improvement in Grade 10 improvement in Grade 10 improvement in Grade 10 complexes (By Gender) (Text) 'n ear selected school complexes completion rates in completion rates in completion rates in selected Indicator Name Baseline Intermediate Targets End Target Year 1 (2021- 22) Year 2 (2022 -23) Year 3 (2023- 24) Year 4 (2024- 25) Year 5(2025- 26) established selected school complexes selected school complexes school complexes over over baseline over baseline baseline Improved access to quality Limited access to, or use of, Program package for Program package for Program package for school teaching-learning materials and quality materials or Program package for Program package for school improvement school improvement improvement implemented improved teaching practices in evidence-based pedagogies school improvement school improvement implemented in at least implemented in at least in 100% of selected school selected school complexes (Text) m selected school developed piloted and improved 30% of selected school 60% of selected school complexes complexes complexes complexes Optimal community Optimal community Enhanced community ownership limited community Optimal community Optimal community Optimal community engagement models engagement models and accountability in selected ownership and engagement models engagement models engagement models implemented in at least implemented in at least school complexes (Text) accountability in,selected implemented in 100% of developed piloted and improved 30% of selected schools 60% of selected schools school complexes selected school complexes complexes complexes Establishment of school Establishment of school Establishment of school level level SRGBV prevention level SRGBV prevention Implementation of school related SRGBV prevention Establishment of mechanisms, and training mechanisms, and training mechanisms, and training of gender-based violence (SRGBV) No protocols or protocols, and complaints of relevant stakeholders of relevant stakeholders prevention protocols, complaints mechanisms for reporting and referral mechanisms No target for this year (teachers, students, (teachers, students relevant stakeholders and referral mechanisms in incidents of SRGBV for reporting incidents of parents, and parents, and ' (teachers, students, parents, selected school complexes (Text) SRGBV administrative officials) inadministrative officials) j ®/d administrative officials) at least 30% of selected at least 50% of selected In at least 80% of selected school complexes school complexes school complexes Monitoring and Evaluation Plan (for Project Development Objective Indicators) Indicator Name Definition/Description Frequency Datasource Methodology for Data Collection Responsibility for Data Collection The questionnaire is an adapted version of an existing, validated tool. The questionnaire will A measure of the state's capacity Years 1, 3, School Governance Improvement in state school be administered to key stakeholders at the state Nagaland Department of School to promote better governance of and 5 Questionnaire governance index level. Responses will be scored and summed to Education or other designated entity schools across the system generate an overall governance score. A validated tool for evaluating in-class teaching Standardized practice will be used. It will be applied to a A measure of the quality of Years 1, 3, observation tool for Nagaland Department of School Improvement in teaching in sample of teachers in each of the school teaching practices at the classroom and 5 evaluating in-class Education or other designated entity selected school complexes complexes selected for support under level. teaching practice NECTAR. Ratings on each dimension of the tool will be summed to generate an overall teaching quality score for each teacher. The questionnaire will be an adapted version of A measure of the extent to which an existing, validated tool. The tool will be Leaming Enhancement of overall different facets of a school's Years 1, applied to all school complexes selected for Nagaland Departm ent of School Environment learning environment in learning environment are 3, and 5 support under NECTAR. Responses will be Education or other designated entity Questionnaire selected school complexes promoting better student scored and summed to generate an overall engagement and learning. learning environment score. Monitoring and Evaluation Plan (for Intermediate Indicators) Indicator Name Definition/Description Frequency Datasource Methodology for Data Collection Responsibility for Data Collection The SABER-EMIS questionnaire will be used A measure of the extent to which SABER-EM IS to collect data on specific aspects of the EMIS Strengthened Education Nagaland's EMIS is relevant, Years 1, 3, Nagaland Department of School Questionnaire and in Nagaland. The data will be evaluated against Management Information accurate, and effective in capturing and 5 Education or other designated entity Rubrics the SABER-EMIS rubric to determine the System and reporting information on the ratings that should be assigned. education system EMIS/data provided Collection of qualitative and quantitative data to Strengthened professional A measure of the extent to which Years 1. 2,4 by Nagaland demonstrate the progressive development and Nagaland Department of School formalized, structured, high-quality ,45' development systems for Department of rollout of appropriate training programs across Education or other designated entity training exists for teachers and an teachers and school leaders School Education the state school leaders A measure of the extent to which EMIS/data provided Collection of qualitative and quantitative data to Strengthened capacity of district and sub-district level Years 1, 2, by Nagaland demonstrate the progressive development and Nagaland Department of School district and sub-district managers are equipped with 4, and 5 Department of rollout of appropriate training modules across Education or other designated entity education managers relevant knowledge and skills to School Education the state effectively carry out their jobs Action Plan for A measure of the extent to which Collection of evidence to demonstrate Years 1, 3, Strengthening and Strengthened School Leaving the NBSE examinations are completion of each action outlined in the Nagaland Board of School Education 4, and 5 Aligning NBSE Certificate Examinations aligned with planned reforms to Action Plan Examinations the school education system Calculated based on the number of students in the selected school complexes passing the A measure of student engagement UDISE+/Nagaland Improved Grade 10 completion Years 1, 3, NBSE Grade 10 examination in a particular and the quality of the support Board of School Nagaland Board of School Education rate for selected school 4, and 5 school year divided by the number of students provided by teachers and other key Education database complexes (By Gender) entering Grade 10 at the start of that school year stakeholders in the system in those complexes EMIS/ data provided by the The number of school complexes that have Improved access to quality Measures the extent to which teaching-learning materials and teachers have access to continuous, Annual State Council of received continuous, evidence-based State Council of Educational improved teaching practices in evidence-based professional Educational professional development divided by the overall Research and Training Research and number of selected school complexes selected school complexes development Training EM IS/data provided The number of school complexes at which Enhanced community Measures the extent to which by Nagaland optimal community engagement models have Nagaland Department of School Annual ownership and accountability optimal community engagement Departm ent of been implemented divided by the overall Education or other designated entity in selected school complexes models have been implemented School Education number of selected school complexes The number of school complexes at which Implementation of school Measures the extent to which EMIS/data provided SRGBV prevention mechanisms for relevant related gender-based violence standardized protocols and Years 1, 3, by Nagaland stakeholders (teachers, students, parents, and Nagaland Department of School (SRGBV) prevention mechanisms for reporting incidents 4, and 5 Departm ent of administrative officials) have been established, Education or other designated entity protocols, complaints and of SRGBV are in place in schools School Education divided by the overall number of selected referral mechanisms in selected across the state school complexes school complexes