The World Bank Improving the Quality of Initial and Primary Education in Uruguay (P159771) REPORT NO.: RES37945 RESTRUCTURING PAPER ON A PROPOSED PROJECT RESTRUCTURING OF THE IMPROVING THE QUALITY OF INITIAL AND PRIMARY EDUCATION IN URUGUAY APPROVED ON DECEMBER 16, 2016 TO THE ORIENTAL REPUBLIC OF URUGUAY December 2, 2019 EDUCATION LATIN AMERICA AND CARIBBEAN Regional Vice President: J. Humberto Lopez Country Director: Jordan Z. Schwartz Regional Director: Luis Benveniste Practice Manager/Manager: Emanuela Di Gropello Task Team Leader: Helena Rovner The World Bank Improving the Quality of Initial and Primary Education in Uruguay (P159771) ABBREVIATIONS AND ACRONYMS ANEP National Administration of Public Education (Administración Nacional de Educación Pública) DLI Disbursement-Linked Indicators DIEE Research, Evaluation, and Statistics Division (Departamento de Evaluación de la División Investigación, Evaluación y Estadística) ECD Early Childhood Development EWS Early Warning System FTS Full-Time Schools GURI Unified Management System for Information and Registers (Gerenciamiento Unificado de Registros e Información) IBRD International Bank for Reconstruction and Development IRI Intermediate Results Indicator ISR Implementation Status and Results Report LEO Reading, Writing, and Oral Evaluation (Prueba de Lectura, Escritura y Oralidad) PAD Project Appraisal Document PDO Project Development Objectives PPP Public-Private Partnerships SEA+ Sistema de Evaluación de Aprendizaje+ Page 1 of 22 The World Bank Improving the Quality of Initial and Primary Education in Uruguay (P159771) BASIC DATA Product Information Project ID Financing Instrument P159771 Investment Project Financing Original EA Category Current EA Category Partial Assessment (B) Partial Assessment (B) Approval Date Current Closing Date 16-Dec-2016 31-May-2022 Organizations Borrower Responsible Agency Oriental Republic of Uruguay ANEP - Administracion Nacional de Educacion Publica Project Development Objective (PDO) Original PDO The objectives of the Project are to improve the teaching practices and the learning environment in early and primary education, as well as the internal efficiency in primary education, all in Full-Time Schools, and to strengthen the evaluation capacity of the education system. OPS_TABLE_PDO_CURRENTPDO Summary Status of Financing Net Ln/Cr/Tf Approval Signing Effectiveness Closing Commitment Disbursed Undisbursed IBRD-86750 16-Dec-2016 22-Mar-2017 08-May-2017 31-May-2022 40.00 22.34 17.66 Policy Waiver(s) Does this restructuring trigger the need for any policy waiver(s)? No Page 2 of 22 The World Bank Improving the Quality of Initial and Primary Education in Uruguay (P159771) I. PROJECT STATUS AND RATIONALE FOR RESTRUCTURING 1. Overall progress. The Project’s implementation has been largely satisfactory, following the timeline set at appraisal, and is on track to meet the expected results. Progress towards achievement of the Project Development Objectives (PDO) and Overall Implementation Progress were rated Satisfactory in the last Implementation Status and Results Report (ISR). The Loan has disbursed US$22.34 million to date, corresponding to 55.84 percent of the total loan amount. Despite some early delays, disbursements are now on track according to the original estimates at appraisal. 2. Project objectives. The PDO Indicators have remained largely in line with their yearly targets. PDO Indicator 1 “Increase in the teaching practices score in Full-Time Schools (FTS) based on class observation” and its sub-indicator “Increase in the teaching practices score in FTS based in self-reports” experienced delays in the collection of baseline data, but have overcome these delays and a first follow-up measurement was finalized by November 2019. The sub- indicator 3 “First grade repetition rate gender gap in FTS” showed a widening gap in repetition rates as of May 2019, but further evaluation showed that both the repetition rates of girls and boys decreased in comparison to previous measurements, with a faster reduction for girls. The remaining three PDO indicators remain satisfactory and performance of Intermediate Results Indicators (IRIs) is on track. 3. Disbursement-Linked Indicators (DLI) have also remained largely on schedule. DLIs 1, 2, and 3 are on track. The measurement for DLI 4 “60% of ECD teachers of all FTS – operating as of January 1, 2019 – apply protocols for at-risk students” began later than expected, delaying the achievement and disbursement of the DLI (originally planned for June 2019). Despite this, overall disbursements remain in line with the estimates set forth at appraisal. Moreover, DLI 6 “Local Early Childhood Development (ECD) assessment is developed and approved by the Project Implementing Entity,” which was scheduled for June 2021, has already been completed. 4. Rationale for restructuring. During the October 2018 and May 2019 missions, the Borrower and the Bank agreed on the need to restructure the Project to revise the results framework, the terms of which were finalized during the Mid- Term Review carried out in October 2019. The proposed changes to the Results Framework would bring greater clarity and flexibility to the indicators to resolve bottlenecks experienced during the early stages of implementation and to better align some of the wording used in the framework to the local institutional context. In addition, the design and implementation of a new learning assessment that measures annual learning progress will be introduced as a new activity Under Component 4. This activity will help strengthen the evaluation system’s capacity to follow and support students’ academic trajectories. The Disbursement-Linked Indicators (DLIs) table (including amounts and due dates) will not be changed under this restructuring. II. DESCRIPTION OF PROPOSED CHANGES 5. This is the first restructuring of the Project. The proposed changes in descriptions of several indicators to the Results Framework are explained in more detail in Section IV. Furthermore, IRI 13 “Early Warning System (EWS) for identifying and tracking progress of at-risk students implemented in FTS” will be replaced by the IRI “Creation of a monitoring system for students' academic trajectories” to reflect the addition of activities related to the newly-prioritized Sistema de Evaluación de Aprendizaje+ (SEA+) learning assessment under Component 4. Finally, the targets of the following indicators will be revised: a) PDO Indicator 1 “Increase in the teaching practices score in FTS based on class observation.” b) PDO Indicator 2 “Learning environment. Number of students enrolled in schools that meet required quality standards.” c) PDO Indicator 4 “Evaluation Capacity. Share of schools that use student-level census assessment results for Page 2 of 22 The World Bank Improving the Quality of Initial and Primary Education in Uruguay (P159771) decision-making.” d) IRI 3 “Increase in the share of 5-year-old students in FTS with an "appropriate" development level.” e) IRI 10 “Primary teachers, principals and inspectors accredit in-service training courses” f) IRI 11 “Number of FTS that receive support targeted for teachers with students at risk in the sixth grade” 6. In addition, Component 4 will be restructured to include activities to support the design and implementation of SEA+, an innovative adaptative learning assessment developed by the Research, Evaluation, and Statistics Division of the National Administration of Public Education. SEA+ measures learning gains at the student level for all grades between third and sixth to monitor students’ academic trajectories, making it a key input for the preparation of an Early Warning System. III. SUMMARY OF CHANGES Changed Not Changed Results Framework ✔ Implementing Agency ✔ DDO Status ✔ Project's Development Objectives ✔ Components and Cost ✔ Loan Closing Date(s) ✔ Cancellations Proposed ✔ Reallocation between Disbursement Categories ✔ Disbursements Arrangements ✔ Disbursement Estimates ✔ Overall Risk Rating ✔ Safeguard Policies Triggered ✔ EA category ✔ Legal Covenants ✔ Institutional Arrangements ✔ Financial Management ✔ Procurement ✔ Implementation Schedule ✔ Other Change(s) ✔ Economic and Financial Analysis ✔ Page 3 of 22 The World Bank Improving the Quality of Initial and Primary Education in Uruguay (P159771) Technical Analysis ✔ Social Analysis ✔ Environmental Analysis ✔ IV. DETAILED CHANGE(S) . Page 4 of 22 The World Bank Improving the Quality of Initial and Primary Education in Uruguay (P159771) . Results framework COUNTRY: Uruguay Improving the Quality of Initial and Primary Education in Uruguay Project Development Objectives(s) The objectives of the Project are to improve the teaching practices and the learning environment in early and primary education, as well as the internal efficiency in primary education, all in Full-Time Schools, and to strengthen the evaluation capacity of the education system. Project Development Objective Indicators by Objectives/ Outcomes RESULT_FRAME_TBL_PDO Indicator Name DLI Baseline Intermediate Targets End Target 1 2 3 4 5 Improve teaching practices in early and primary education PDO1. Increase in the teaching practices score in 2.60 2.70 2.91 FTS based on class observation. (Percentage) Rationale: The indicator is being revised downward to reflect the delays in baseline data collection, which was carried out in 2018 instead of 2017 as originally planned, and to reflect the intermediate and end targets that are feasible under this reduced time frame. Despite the delays in collecting data from the Teach classroom Action: This indicator has observation tool, the Project interventions targeting teaching practices were carried out as planned and Sub-PDO Indicator 1 serves as a complement to assess been Revised the Project's impact since its first year of implementation. These help ensure that the Project remains as ambitious as originally envisioned. The revised intermediate target for 2019 represents a percentage point change of 4%, while the revised end target represents a percentage point change of 12%, reduced from 5% and 15%, respectively. Sub-PDO1. Increase in the teaching practices 69.90 69.90 73.40 80.40 score in FTS based in Page 5 of 22 The World Bank Improving the Quality of Initial and Primary Education in Uruguay (P159771) RESULT_FRAME_TBL_PDO Indicator Name DLI Baseline Intermediate Targets End Target 1 2 3 4 5 self-reports. (Percentage) Rationale: Action: This indicator This indicator is being modified to reflect the actual percentage value of the increases planned at appraisal based on the baseline data collected in 2017. has been Revised Improve the learning environment in early and primary education PDO2. Learning environment. Number of additional students enrolled 0.00 900.00 1,800.00 2,700.00 3,600.00 4,500.00 in schools that meet required quality standards. (Number) Rationale: Due to the Government’s prioritizing Public-Private Partnerships (PPP) to carry out new works, 20 of the sites that met the requirements and had been Action: This indicator has designated for new construction under this Project have been transferred to PPPs. Since the Project will now carry out works mainly for been Revised rehabilitation/conversion of non-FTS to FTS, the reference to "new" schools will be removed from the indicator name and the description, and the total number of classrooms that will receive interventions will be modified. Improve the internal efficiency in primary education PDO3. Internal efficiency. First grade repetition rate in 11.00 11.00 10.50 10.00 9.50 9.00 9.00 FTS. (Percentage) Sub-PDO3. First grade repetition rate gender 4.30 4.10 3.90 3.70 3.50 3.30 3.30 gap in FTS. (Percentage) Strengthen the evaluation capacity of the education system Page 6 of 22 The World Bank Improving the Quality of Initial and Primary Education in Uruguay (P159771) RESULT_FRAME_TBL_PDO Indicator Name DLI Baseline Intermediate Targets End Target 1 2 3 4 5 PDO4. Evaluation Capacity. Share of schools that use national student-level 0.00 0.00 25.00 35.00 assessment results for decision-making (Percentage) Rationale: The description and targets for this indicator will be modified to reflect that the LEO assessment was not designed as a census-based standardized evaluation applied by principals, but as an adaptive assessment applied by teachers through one-on-one interviews with each student. The online adaptive assessment was made available to all second grade teachers in 2018, accompanied by dissemination activities and training, and applied by around 54% of teachers. The requirements for the application of LEO need strong commitment from the school (i.e., to plan activities for all other children while the teacher is applying Action: This indicator has LEO to only one student), and thus the assessment was launched as a voluntary tool for teachers, rather than as a mandatory national evaluation operation. been Revised Therefore, fewer schools are covered by the evaluation than envisioned at Appraisal, resulting in a need to revise targets downward (as fewer schools are covered by the assessment, a smaller percentage of total schools can use it for decision-making). The description of the indicator has also been modified to reflect that the surveys to assess how the information is used will be targeted to teachers rather than school principals -as the second grade teacher is responsible for the one-on-one sessions, s/he is better qualified to value the instrument. Furthermore, because most of the schools have only one or at most two groups in second grade, the indicator assumes that one second grade teacher represents one school. PDO Table SPACE Intermediate Results Indicators by Components RESULT_FRAME_TBL_IO Indicator Name DLI Baseline Intermediate Targets End Target 1 2 3 4 5 Early Education IRI1. Number of additional 0.00 4.00 8.00 12.00 16.00 20.00 classrooms for 3-year-olds Page 7 of 22 The World Bank Improving the Quality of Initial and Primary Education in Uruguay (P159771) RESULT_FRAME_TBL_IO Indicator Name DLI Baseline Intermediate Targets End Target 1 2 3 4 5 resulting from Project interventions (Number) Rationale: Action: This indicator has The name and description of this indicator are being modified to reflect the Government’s prioritization of new construction under PPPs, as mentioned in the been Revised rationale for changes to PDO Indicator 2. IRI2. ECD teachers of FTS use mobile libraries at least DLI 3 0.00 20.00 40.00 60.00 70.00 once a week (Percentage) Rationale: The description of this indicator is being modified to reflect the use of mobile libraries not only by teachers, but also by other school staff (including directors and substitute teachers) when teachers are absent. Once the associated DLI has been met, the use of a library "at least once a week" will refers to having used the library once a week on average, allowing for more frequent use some weeks and less in others in line with the flexibility envisioned for the intervention. The revised description will read as follows: This indicator tracks the use of the mobile ECD libraries that will equip classrooms for 3 to 5-year-olds in FTS, at least once a week. Baseline is zero as equipping Action: This indicator has will begin in 2017. Progress towards the targets will consider the number of ECD groups that use the libraries out of those that have a library available in their been Revised FTS. Each library will have at least 60 volumes of age-appropriate children's literature and a mobile shelf space that allows the transportation of this library across classrooms and students (from 3-5 years old). Approximately 20 FTS intervened and 80 of the 211 FTS implemented under the previous Project will be equipped accordingly. Data on library usage will be collected by the supervisors in their corresponding school visits. Once the associated DLI has been met, the use of a library "at least once a week" will refer to having used the library once a week on average, allowing for more frequent use some weeks and less in others in line with the flexibility envisioned for the intervention. In addition, due to budgetary restrictions, data collection after the DLI is met will be carried out every two years rather than annually. IRI3. Increase in the share of 5-year-old students in 0.50 0.50 1.00 1.50 FTS with an "expected" Page 8 of 22 The World Bank Improving the Quality of Initial and Primary Education in Uruguay (P159771) RESULT_FRAME_TBL_IO Indicator Name DLI Baseline Intermediate Targets End Target 1 2 3 4 5 development level. (Percentage) Rationale: This indicator is being modified to reflect the country's transition from the Evaluación Infantil Temprana (EIT) to the new local ECD assessment Inventario de Action: This indicator has Desarrollo Infantil (INDI), which was approved and launched ahead of schedule and whose methodology sets "expected" rather than "appropriate" levels. The been Revised new baseline corresponds to the data collected for the 2018 nationwide application of the INDI (in contrast, the EIT was to be applied in only 12 jurisdictions). The data source and responsibility for data collection are also being transferred to the INDI and GURI teams. 60% of first grade teachers of all FTS Local ECD assessment ECD assessment (operating as of IRI4. ECD assessment Census-based ECD ECD assessment is developed and DLI 1, ECD assessment has results integrated January 1, 2020) have results inform first grade assessment (100% results integrated approved by the 5, 6 50% coverage. into GURI's database. digital access to teachers (Text) coverage) into GURI's database. Project Implementing (DLI 1) students' ECD Entity. (DLI 6) assessment results. (DLI 5) Rationale: Action: This indicator has The data source and responsibility for this indicator are being modified to reflect the INDI and GURI teams' responsibility to collect and report on this indicator. been Revised 65% of ECD teachers 70% of ECD teachers of 60% of ECD teachers of all FTS carry out all FTS carry out ECD teaching of all FTS (operating interventions interventions IRI5. FTS ECD teachers apply Revised ECD teaching guidelines and lines as of January 1, 2019) according to the according to the protocols for at-risk DLI 4 Not started guidelines and of action included in apply protocols for guidelines for guidelines for students students (Text) guidelines the ECD in-service at-risk students (DLI students that do not that do not achieve the training. 4) achieve the expected expected level of level of development development Page 9 of 22 The World Bank Improving the Quality of Initial and Primary Education in Uruguay (P159771) RESULT_FRAME_TBL_IO Indicator Name DLI Baseline Intermediate Targets End Target 1 2 3 4 5 Rationale: The description is being modified to clarify what is meant by "protocol" and "at-risk students." Action: This indicator has "Protocols" refers to the guidelines document for students that do not achieve the expected level of development. "At-risk" students are those that do not been Revised achieve the expected level of development in at least one of the dimensions of the ECD assessment. Guidelines for ECD ECD in-service teaching practices are teacher training is ECD in-service IRI6. ECD teachers of FTS revised and published designed and 175 certified ECD teacher training 350 certified ECD accredit in-service training DLI 2 Not started by the Project approved by the teachers of FTS. under teachers courses (Text) Implementing Unit Project Implementing implementation (DLI 2) Unit Rationale: Action: This indicator has The indicator's description is being modified to include one-year courses that were not considered in the original description. been Revised Primary Education IRI7. Number of additional primary level classrooms built or rehabilitated in FTS 0.00 32.00 64.00 96.00 128.00 160.00 resulting from Project intervention. (Number) Rationale: Action: This indicator has This indicator's description is being modified to remove the reference to the 20 new FTS, given that they are the sites that will now be financed under PPPs. been Revised IRI8. Number of FTS that are 0.00 5.00 10.00 16.00 22.00 28.00 equipped with physical and Page 10 of 22 The World Bank Improving the Quality of Initial and Primary Education in Uruguay (P159771) RESULT_FRAME_TBL_IO Indicator Name DLI Baseline Intermediate Targets End Target 1 2 3 4 5 educational equipment. (Number) Rationale: Action: This indicator has The indicator's description is being modified to remove the reference to 20 new FTS, corresponding to those transferred to PPPs, and to include a reference to been Revised the number of classrooms that will receive Project intervention. IRI9. Number of FTS that annually receive resources and technical assistance for 100.00 120.00 140.00 160.00 180.00 211.00 211.00 preventive maintenance. (Number) IRI10. Primary teachers, New in-service 1200 teachers, 2400 teachers, principals and inspectors training courses are Not started principals or principals or inspectors accredit in-service training designed and inspectors certified. certified. courses. (Text) approved. Rationale: The indicator's description is being modified to include one-year courses that were not included in the original description and to reflect that the courses Action: This indicator has originally planned as 2-year courses are now accredited annually, to properly reflect all the In-Service Training courses that are carried out. Revised targets been Revised reflect that since accreditation is conferred upon completion of a one-year course, actors accrediting more than 1 course could be counted more than once in the final counts. Transition between Primary and Secondary Education IRI11. Number of FTS that receive support targeted for teachers with students at 0.00 5.00 10.00 15.00 20.00 30.00 risk in the sixth grade (Number) Page 11 of 22 The World Bank Improving the Quality of Initial and Primary Education in Uruguay (P159771) RESULT_FRAME_TBL_IO Indicator Name DLI Baseline Intermediate Targets End Target 1 2 3 4 5 Rationale: Action: This indicator has The name and description of this indicator are being modified to properly reflect the institutional context, which only allows ANEP to implement actions at the been Revised teacher level, rather than carrying out interventions directly with students. Institutional Workshops for FTS IRI12. Pilot experience Common guidelines agreements are and secondary Pedagogical 10 FTS-EMB pairs fully linking FTS with secondary Not started for 6th grade in FTS established for paired teachers and framework proposal aligned schools. (Text) and 7th grade in EMB schools (FTS and principals. EMB). Rationale: Action: This indicator has The indicator's description is being revised to clarify that the reports providing pedagogic guidelines will be the minutes of the visits. been Revised Monitoring and Evaluation System IRI13. Early Warning System EWS framework and (EWS) for identifying and EWS and response EWS tracking module EWS response EWS tracking module EWS tracking module Complete EWS is being tracking progress of at-risk Not started protocol are is designed and protocol are designed is implemented. is implemented. implemented. students implemented in implemented. approved. and approved. FTS. (Text) Action: This indicator has been Marked for Deletion IRI 13. Creation of a Pilot implementation Pilot implementation monitoring system for Results report of the System not available System designed in a sample of 44 in at least 3 students' academic pilot and its expansion schools jurisdictions trajectories (Text) Action: This indicator is Rationale: New Page 12 of 22 The World Bank Improving the Quality of Initial and Primary Education in Uruguay (P159771) RESULT_FRAME_TBL_IO Indicator Name DLI Baseline Intermediate Targets End Target 1 2 3 4 5 This indicator replaces the indicator "Early Warning System (EWS) for identifying and tracking progress of at-risk students implemented in FTS." The proposed monitoring system is a key input for the identification of children at risk of dropping out. IRI14. Number of census- based standardized student assessments carried out at 0.00 1.00 2.00 2.00 2.00 2.00 2.00 the ECD or Primary levels. (Number) IRI15. First grade repetition rate in quintile 1 and 2 FTS. 12.40 12.00 11.50 11.00 10.50 10.00 10.00 (Percentage) IRI 16. Beneficiary Feedback. Share of FTS benefiting from Project interventions that use 0.00 0.00 0.00 30.00 40.00 50.00 teacher or parent apps to carry out beneficiary satisfaction surveys (Percentage) Rationale: Action: This indicator has The indicator's name and description are being modified for further clarity and to ensure adequate follow-up. been Revised IO Table SPACE Page 13 of 22 The World Bank Improving the Quality of Initial and Primary Education in Uruguay (P159771) Disbursement Linked Indicators Matrix DLI IN00725593 ACTION DLI 1 IRI4. ECD assessment results inform first grade teachers Type of DLI Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Process No Text 500,000.00 100.00 Period Value Allocated Amount (USD) Formula Baseline ECD assessment has 50% coverage. ECD assessment results integrated into GURI's June 30, 2018 500,000.00 database. ECD assessment results integrated into GURI's June 30, 2019 0.00 database. 60% of first grade teachers of all FTS have digital June 30, 2020 0.00 access to students' ECD assessment results. Local ECD assessment is developed and approved June 30, 2021 0.00 by the Project Implementing Entity. DLI IN00725594 ACTION DLI 2 IRI6. ECD teachers of FTS accredit in-service training courses Type of DLI Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Output No Text 500,000.00 100.00 Period Value Allocated Amount (USD) Formula Baseline Not started ECD in-service teacher training is designed and June 30, 2018 500,000.00 approved by the Project Implementing Unit Page 14 of 22 The World Bank Improving the Quality of Initial and Primary Education in Uruguay (P159771) June 30, 2019 175 certified ECD teachers of FTS. 0.00 ECD in-service teacher training under June 30, 2020 0.00 implementation June 30, 2021 0.00 DLI IN00725595 ACTION DLI 3 IRI2. ECD teachers of FTS use mobile libraries at least once a week Type of DLI Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Intermediate Outcome Yes Percentage 400,000.00 0.00 Period Value Allocated Amount (USD) Formula Baseline 0.00 June 30, 2018 40.00 0.00 June 30, 2019 60.00 400,000.00 June 30, 2020 0.00 June 30, 2021 0.00 DLI IN00725596 ACTION DLI 4 IRI5. FTS ECD teachers apply protocols for at-risk students Type of DLI Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Intermediate Outcome No Text 400,000.00 0.00 Period Value Allocated Amount (USD) Formula Baseline Not started Page 15 of 22 The World Bank Improving the Quality of Initial and Primary Education in Uruguay (P159771) ECD teaching guidelines and lines of action June 30, 2018 0.00 included in the ECD in-service training. 60% of ECD teachers of all FTS carry out interventions according to the guidelines for June 30, 2019 400,000.00 students that do not achieve the expected level of development 65% of ECD teachers of all FTS carry out interventions according to the guidelines for June 30, 2020 0.00 students that do not achieve the expected level of development June 30, 2021 0.00 DLI IN00725597 ACTION DLI 5 IRI4. ECD assessment results inform first grade teachers Type of DLI Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Process No Text 600,000.00 0.00 Period Value Allocated Amount (USD) Formula Baseline ECD assessment has 50% coverage. ECD assessment results integrated into GURI's June 30, 2018 0.00 database. ECD assessment results integrated into GURI's June 30, 2019 0.00 database. 60% of first grade teachers of all FTS have digital June 30, 2020 600,000.00 access to students' ECD assessment results. Local ECD assessment is developed and approved June 30, 2021 0.00 by the Project Implementing Entity. Page 16 of 22 The World Bank Improving the Quality of Initial and Primary Education in Uruguay (P159771) DLI IN00725598 ACTION DLI 6 IRI4. ECD assessment results inform first grade teachers Type of DLI Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Output No Text 600,000.00 0.00 Period Value Allocated Amount (USD) Formula Baseline ECD assessment has 50% coverage. ECD assessment results integrated into GURI's June 30, 2018 0.00 database. ECD assessment results integrated into GURI's June 30, 2019 0.00 database. 60% of first grade teachers of all FTS have digital June 30, 2020 0.00 access to students' ECD assessment results. Local ECD assessment is developed and approved June 30, 2021 600,000.00 by the Project Implementing Entity. Verification Protocol Table: Disbursement Linked Indicators DLI_TBL_VERIFICATION DLI 1 IRI4. ECD assessment results inform first grade teachers This indicator aims at enhancing the use of the results of the ECD assessment through its integration into the GURI confidential database through four milestones: (i) increasing the coverage of the assessment from 50% (2016) to 100%, (ii) Description integrating the results into the GURI internal databases, (iii) making this information available to first grade teachers through GURI, and (iv) developing a local version of an ECD assessment instrument. Data source/ Agency Verification Entity Page 17 of 22 The World Bank Improving the Quality of Initial and Primary Education in Uruguay (P159771) Procedure DLI_TBL_VERIFICATION DLI 2 IRI6. ECD teachers of FTS accredit in-service training courses This indicator measures the creation of an in-service training system for ECD, which includes the revision of the guidelines for ECD teaching practices in FTS (including Jardines de Jornada Completa, JJC), the design of training courses (workshops, technical assistance, etc.), the course on development in early childhood in FTS, and the Coleccion Andariega. Targets Description consider a target population of 700 ECD teachers in FTS and a 50% accreditation rate. Accreditation refers to the completion of a one-year course, so teachers accrediting more than 1 course could be counted more than once in the final measurements. Data source/ Agency Verification Entity Procedure DLI_TBL_VERIFICATION DLI 3 IRI2. ECD teachers of FTS use mobile libraries at least once a week This indicator tracks the use of the mobile ECD libraries that will equip classrooms for 3 to 5-year-olds in FTS, at least once a week. Baseline is zero as equipping will begin in 2017. Progress towards the targets will consider the number of ECD groups that use the libraries out of those that have a library available in their FTS. Each library will have at least 60 volumes of age- appropriate children's literature and a mobile shelf space that allows the transportation of this library across classrooms and students (from 3-5 years old). Approximately 20 FTS intervened and 80 of the 211 FTS implemented under the previous Description Project will be equipped accordingly. Data on library usage will be collected by the supervisors in their corresponding school visits. Once the associated DLI has been met, the use of a library "at least once a week" will refer to having used the library once a week on average, allowing for more frequent use some weeks and less in others in line with the flexibility envisioned for the intervention. In addition, due to budgetary restrictions, data collection after the DLI is met will be carried out every two years rather than annually. Data source/ Agency Verification Entity Procedure Page 18 of 22 The World Bank Improving the Quality of Initial and Primary Education in Uruguay (P159771) DLI_TBL_VERIFICATION DLI 4 IRI5. FTS ECD teachers apply protocols for at-risk students "Protocols" refers to the guidelines document for students that do not achieve the expected level of development. "At-risk students" are those that do not achieve the expected level of development in at least one of the dimensions of the ECD assessment. This indicator tracks progress in the interventions laid out in the "guidelines" document for students that do not achieve the expected level of development. Milestones include: (i) revising ECD teaching guidelines and lines of action Description for students that do not achieve the expected level; (ii) including the revised ECD teaching guidelines and lines of action in the ECD in-service training; and (iii) most ECD teachers applying the new guidelines in FTS. INEEd would collect data from a sample of FTS ECD teachers (regardless of their having completed the ECD training course) to gather information on the use of the guidelines, in relation to DLI 4. Data source/ Agency Verification Entity Procedure DLI_TBL_VERIFICATION DLI 5 IRI4. ECD assessment results inform first grade teachers This indicator aims at enhancing the use of the results of the ECD assessment through its integration into the GURI confidential database through four milestones: (i) increasing the coverage of the assessment from 50% (2016) to 100%, (ii) Description integrating the results into the GURI internal databases, (iii) making this information available to first grade teachers through GURI, and (iv) developing a local version of an ECD assessment instrument. Data source/ Agency Verification Entity Procedure DLI_TBL_VERIFICATION DLI 6 IRI4. ECD assessment results inform first grade teachers This indicator aims at enhancing the use of the results of the ECD assessment through its integration into the GURI confidential database through four milestones: (i) increasing the coverage of the assessment from 50% (2016) to 100%, (ii) Description integrating the results into the GURI internal databases, (iii) making this information available to first grade teachers through GURI, and (iv) developing a local version of an ECD assessment instrument. Page 19 of 22 The World Bank Improving the Quality of Initial and Primary Education in Uruguay (P159771) Data source/ Agency Verification Entity Procedure Page 20 of 22 The World Bank Improving the Quality of Initial and Primary Education in Uruguay (P159771)