Global Vision International, PHOENIX Report Series No. 002

GVI Phoenix Nicaragua

Literacy, Numeracy and Stove-building

Projects

Mid-Year Report

January 2011 - July 2011

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GVI Phoenix Nicaragua Annual Report

Submitted in whole to

Global Vision International

Produced by

Dominic Williams – Phoenix Latin American DirectorAaron Stites - Phoenix Nicaragua Project Manager

GVI Phoenix Nicaragua Staff/Volunteers and Home Country Karla Morán Community Leader, Nicaragua Ashley Kosier Volunteer, USA

Yessenia Falcón Velásquez Teacher, Nicaragua Leandri Crouse Volunteer, South Africa

Cándida Tinoco Zeledón Community Leader, Nicaragua Sarah Nguyen Volunteer, Australia

Aaron Stites Project Manager, USA Finola McGrath Volunteer, England

Adam Newton Project Coordinator, England Chelsea April Volunteer, Canada

Anniela Holm Project Coordinator, Sweden Rosie Riley Volunteer, England

Marian Miller Project Coordinator, USA Elroy Lewis Volunteer, England

Edward Danks Volunteer, England Karen Davies Volunteer, England

Antonia Wheatley Volunteer, England Kristin Wood Volunteer, USA

Alice Martin Volunteer, USA Marcella Wirtz Volunteer, USA

Sara Andrea Hunziker-Guyer Volunteer, Switzerland Alec Watson Volunteer, Australia

Lynette Watson Volunteer, Australia Landon Gamble Volunteer, USA

Jack Earl Volunteer, England Marco Olea Volunteer, Australia

Luke Ryba Volunteer, USA Jessica Steiner Volunteer, USA

Bethany Steer Volunteer, England Emma Parker Volunteer, England

Olivia Aguilera Malinovsky Volunteer, Denmark Amina Zaatri Volunteer, Algeria

Thomas Perry Volunteer, Canada Tara Reddy Volunteer, USA

Jacob Orson Volunteer, USA

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GVI Phoenix Nicaragua

Address: De Gallo mas Gallo, una cuadra al oeste y media cuadra al norteLa casa de dos pisos, anaranjada

Email: phoenixnicaragua@gviworld.com

Web page: http://www.gvi.co.uk and http://www.gviusa.com

http://www.justgiving.com/phoenixnicaragua

http://www.globalgiving.org/projects/sustainable-education-nicaragua/

Blog: http://gviphoenix.blogspot.com/

Executive Summary

During the six month period from January 2011 until July 2011, the GVI Phoenix project in

Nicaragua celebrated its two year anniversary in the community of La Thompson

(February 2011) and one year anniversary in the community of Chiriza (July 2011).

The number of children who attended the school on a regular basis in La Thompson

increased by 43% to a total of approximately 100 students as measured over the last six

months** see Explanation of Attendance 8.0. The attendance rate of these 100 students is

55% despite many days being taken off to work, attend public school classes and functions

and look after younger siblings while the adults of the household are working (see

appendix A). Further, there are many students who have attended at a rate below 25%

indicating a potential for more consistent attendance among a greater number of students.

The following are the overall attendance rates for each grade: preschool 58%; first grade

45%; second grade 55%; third grade 63%; fourth, fifth and sixth grades 55% (see

Appendix A). While the overall average of 55% may appear to be low it must be taken into

consideration that GVI Phoenix Nicaragua gives reinforcement classes for students in

grade one through six meaning they are attending public school classes as well.

Additionally, the influx of new students who are attending on a regular basis (30 students)

has brought the overall rate of attendance down as these students transition into classes

and do not have as consistent attendance as students who have been attending the

school for a greater period of time.

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Fig. 1 – Children Attending School

In the school project in Chiriza, 139 children have attended consistently at a rate of 59%

since January 2011. As in La Thompson but to a larger extent, many children have

attended less than 25% of the time signifying a potential for more students attending and

at a higher rate of attendance. The overall attendance rates per class were: preschool

65%; first grade 57%; second grade 58%; third grade 57% and fourth, fifth and sixth

grades 54% (see Appendix B). Children in grades one through six also attend

reinforcement classes in the GVI Phoenix schools in Nicaragua added to their public

schools classes.

Fig. 2 – Children Attending School

In both La Thompson and Chiriza our daily food program has continued over the last six

months. On a daily basis, children attending the school in the morning are provided with a

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meal of rice and beans and are given a piece of fruit; children attending in the afternoon

receive a piece of fruit as well. Additionally, each Friday the children’s meals are

supplemented with chicken to provide them with much needed protein through the

weekend when classes are not held (see 5.01 and 5.02).

Fig. 3 – Food Program in Action

Additionally, five energy efficient stoves have been constructed in the last six months for

families in the communities of La Thompson and Chiriza. The stove building project

commenced in June 2011 in Chiriza with the construction of two stoves. The stove user is

able to cook multiple items simultaneously while avoiding smoke inhalation and burns as a

result of cooking over an open flame. Further, chimneys are installed as part of the stove

construction as they provide ventilation for the smoke produced by the stoves. A fitted

piece at the top of the chimney is included to prevent rain water entering the chimney

and/or the home during the rainy season.

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Fig. 4 – Stove Fig. 5 – Top Piece for Stove

Highlights

GVI Phoenix Nicaragua celebrated its two year anniversary in the community of La

Thompson in February 2011

GVI Phoenix Nicaragua celebrated its one year anniversary in the community of

Chiriza in July 2011

From January 2011 to July 2011 over 1200 hours of classes have been given to

preschool and grades 1-6 in primary school in La Thompson and Chiriza

Approximately 400 pounds of beans and 600 pounds of rice have been used in the

food program for the children attending the schools in the last six months

Chicken introduced into the children’s meals in Chiriza and La Thompson on

Fridays to provide extra protein for the children through the weekend

Over 22,000 pieces of fruit have been given to the children

Five energy-efficient stoves have been constructed

Began stove building project in Chiriza, June 2011

Refurbishment projects completed in La Thompson (building, school grounds,

enclosed gardens, fencing around the school)

Construction of school in Chiriza completed, July 2011

Compost pits maintained at both schools

Preschools in La Thompson and Chiriza continue to be recognized as community

preschools by the Ministry of Education (MINED)

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Ministry of Education continues to permit and approve of reinforcement classes

given to the children in La Thompson and Chiriza, grades 1-6

English classes for children and adults offered in La Thompson (April 2011) and

Chiriza (June 2011) and are ongoing.

Hired Luz Sevilla, a mother of a Chiriza student, to prepare daily meals for the

children

Sustained partnerships with local families, businesses and local transport providers

A total of 28 volunteers worked in the GVI Phoenix Nicaragua projects during the

last six months; this is the greatest number of volunteers the project has seen

during any six-month period

Inaugural GVI Phoenix Nicaragua Volcano Charity Challenge completed, May 2011

Through fundraising, GVI Phoenix Nicaragua has raised over $20,500 in the last 6

to 9 months, all of which goes directly to the projects in La Thompson and Chiriza

Table of ContentsExecutive Summary...........................................................................................................2List of Figures....................................................................................................................71.0 Introduction..................................................................................................................81.1 Why financial support is important in education...........................................................91.1.1 Family Profiles..........................................................................................................91.1.2 The Canasta Básica................................................................................................111.1.3 Put into numbers:....................................................................................................111.1.4 Additional Costs......................................................................................................121.1.5 Conclusion..............................................................................................................132.0 La Thompson and Chiriza Community Teaching Projects.........................................132.0.1 La Thompson Community Teaching Project...........................................................132.0.2 Chiriza Community Teaching Project......................................................................132.0.3 Objectives...............................................................................................................142.0.4 Literacy and Numeracy...........................................................................................142.0.5 Food and Fruit.........................................................................................................152.1 Classroom-based Teaching.......................................................................................162.1.1 Training and Methods.............................................................................................162.1.2 Celebrations............................................................................................................172.1.3 Incentive Schemes..................................................................................................182.1.4 Dental Hygiene.......................................................................................................192.1.5 Arts and Crafts........................................................................................................192.2 Building Projects and Refurbishments.......................................................................202.3 Local GVI Employees and Local Partnerships...........................................................212.4 Activities and Achievements in La Thompson...........................................................232.5 Activities and Achievement in Chiriza........................................................................242.6 Review.......................................................................................................................243.0 Stove Projects............................................................................................................253.0.1 Introduction.............................................................................................................25

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3.0.2 Facts about air pollution..........................................................................................263.0.3 Comparison of Indoor Air Pollution to Malaria........................................................283.0.4 Facts on the Stoves................................................................................................283.0.5 Short-term economic benefits of installing a stove.................................................283.0.6 Long-term economic benefits of installing a stove..................................................293.0.7 Long-term responsibilities.......................................................................................293.0.8 Conclusion..............................................................................................................294.0 Looking Forward........................................................................................................294.0.1 Expanding Educational Opportunities.....................................................................304.0.2 Supplementing Food, Environmental Programs.....................................................304.0.3 Increasing Volume of Volunteers/Self Sufficiency in Funding................................305.0 Financial Support.......................................................................................................305.0.1 Charity Challenge 2011..........................................................................................30Fig. 22 – At the Summit of Volcano Momotombo, May 2011...........................................315.0.2 GVI Charitable Trust...............................................................................................318.0 Explanation of Attendance Reporting........................................................................39

List of FiguresFig. 1 – Children Attending School

Fig. 2 – Children Attending School

Fig. 3 – Food Program in Action

Fig. 4 – Stove

Fig. 5 – Top Piece for Stove

Fig. 6 – Classes Given

Fig. 7 – Classes Given

Fig. 8 – Classes Given

Fig. 9 – Daily Fruit

Fig. 10 – Class Preparation

Fig. 11 – Celebration

Fig. 12 – Incentive Scheme in Action

Fig. 13 – New Toothbrush

Fig. 14 – Art Project

Fig. 15 – Completed School Structure, Chiriza

Fig. 16 – Karla, Community Leader, La Thompson

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Fig. 17 – Cándida (Tita), Community Leader, Chiriza

Fig. 18 – Yessenia, GVI Phoenix Teacher

Fig. 19 – Children and Volunteer in the Community

Fig. 20 – Children in the Community

Fig. 21 – Stove Being Built

Fig. 22 – Summit of Volcano Momotombo

Appendix A. Children’s attendance Escuela Guardabarranco-La Thompson

Appendix B. Children’s attendance Escuela Phoenix-Chiriza

1.0 Introduction

The Global Vision International (GVI) Phoenix Project was initiated in Guatemala in 2002

in San Andrés Itzapa, a Kakchiquel-speaking indigenous community. Soon after, in 2004,

another project was opened in Santa María de Jesús, as well, Kakchiquel-speaking. In the

same year, Phoenix started operations in Honduras, firstly on fresh water tubing projects

then later on, working in Estanzuela and then San Rafael at the beginning of 2006. Work

commenced in Barbasco in 2010. Many of the older population speak Chortí. The Phoenix

Secondary school was founded in 2008 in San Rafael. In 2005, operations started in

Ecuador, in the Kichwa-speaking communities of Urcusiqui, Muenala and Huayrapungo,

with a new community, Larcacunga, starting in 2007. In 2006 work began in Perú, primarily

in Socabaya though then moving to two Quechua-speaking (the “people’s speech”)

communities in Sachaca outside the base town of Arequipa; Maldonado and Triunfo. Work

commenced in a third community, Chiguata, in 2010. Work in Mata Escura, Salvador,

Brazil, started in June 2010. Our work in the rural communities of La Thompson and

Chiriza, Nicaragua began in February 2009 and July 2010 respectively.

Nicaragua is the second poorest country in the Western Hemisphere after Haiti (IFAD) and

poverty is highly concentrated in the country’s rural areas. Nearly half of Nicaragua’s

population live in rural areas (UNICEF) and nearly 70% of these people live on less than

US$1.50 per day (IFAD). In Estelí, where our projects are located, over 52% of the

population lives in rural areas (MINED, Nicaragua). The poorest of Nicaragua’s population

consist of homes headed by landless farmers, single mothers, someone 15 years of age or

younger and members of indigenous groups. Given the dire economic conditions in rural

Nicaragua, many Nicaraguans and their families migrate seasonally, especially to the

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Pacific coast where work can be found. Further, many heads of the household seek

employment opportunities in urban areas or abroad (IFAD).

Major causes of the economic situation in Nicaragua include the civil war between 1980

and 1990, natural disasters and political corruption. While economic indicators are

improving, Nicaragua’s rural poor continue to lack basic access to water, electricity,

healthcare, legal services and education. Access to market opportunities is an additional

barrier faced by rural families and the rate of unequal income distribution is high; the

poorest 40% of Nicaraguans hold 12% of the income while the wealthiest 20% hold nearly

60% of overall income (UNICEF).

It is GVI Phoenix’s belief that one of the most effective ways of improving standards of

living is through education, though this is not always forthcoming, especially in the

communities in which we work. In Estelí, over 30% of children aged 3-18 years are not in

the school system (MINED, Nicaragua). Further, the reported reasons given for not being

in the school system are a lack of interest or educational apathy (38%) and economic

constraints (23%). These two reasons are the main barriers to accessing education by an

overwhelming rate (MINED, Nicaragua). For preschool age children (3-5 years), the main

barrier to accessing education is the rural location of their home; the children simply live

too far from the public school to participate in preschool classes (MINED, Nicaragua).

Furthermore, child malnutrition is often blamed for poor educational results. Nearly 20% of

Nicaraguan children age five years and under suffer from growth stunting due in part to

malnutrition (WHO). This figure is assuredly higher in the rural areas of Nicaragua.

1.1 Why financial support is important in education

The following reveals the short-comings of family income and how this affects childhood

education, limits access to basic services and contributes to mal-nourishment (GVI

Phoenix).

1.1.1 Family Profiles

Based on the Family A - Francisca Del Carmen Guirdian Peralta (La Thompson)

Francisca, age 38, is a single, pregnant mother with four children: Danis (boy), age four;

Dagner (boy), age six; Johana (girl), age 12 and Yenecht (girl), age 17. The family lives in

the community of La Thompson. Francisa reported to GVI Phoenix Nicaragua staff that

she works in the tobacco fields and factories between late December and late May. When

jobs in the tobacco industry are not in season, Francisca seeks jobs washing or ironing

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clothes. She reported that finding work outside of the tobacco industry is very difficult.

Francisca’s reported earnings per week when working in the tobacco industry is $26 per

week of which $2.30 is taken out for work insurance. When Francisca does not have

steady work, approximately seven months out of the year, she reported having around $10

per week to use for food and basic necessities for her family. This amount spread out over

one week translates to the family living on less than $1.50 per day. Francisca reports her

major expenses to be electricity, water, food and rent and states that the family typically

eats three small meals a day consisting of rice and beans. Further, three of Francisca’s

four children attend the GVI Phoenix School in La Thompson and one daughter, Johana,

attends public school. Francisca’s oldest daughter, Yenecht, completed schooling up to the

second grade and is embarrassed to return back to primary school given her age (17).

Yenecht does not work as she does not have a national identification card and Francisca

reported they have been unable to obtain documents from where Yenecht was born

(department of Jinotepe) because of the associated costs. Francisca noted that this year

has been exceptionally hard for her and her family because of the lack of work and the fact

that she is paying rent for her house. Francisca stated her dream in life is to own her own

small plot of land with a home and said the dream she envisions for her children is that

they complete their education and have a home of their own one day.

Based on Family B - Francisca Rosa Emelia Hernandez -Chiriza

Francisca, age 40, lives in a small home in the neighborhood Alexis Areguello in Chiriza.

Francisca lives with her two children, a daughter, Belinda, age six and a son, Jans Carlos,

age 15. Further, Francisca’s mother, Otilia, age 70, lives in the home along with three

relatives all under the age of twenty; Darwin, age 14; Eddi, age 18 and Lleris, age 20.

Francisca reported to GVI Phoenix staff that she works in a cigar factory in Estelí during

the week and stated she leaves home before 5:30 a.m. and returns home well after dark.

Francisca reported her weekly earnings to be $23 and said she is the only income earner

in the household. Francisca is a single mother and relies on her mother, Otilia, to do much

of the cooking and caring for the family during the week. Otilia reported that the family

does not generate enough income to save for the future much less to send Belinda to

national school or cover for unforeseen expenses. The main expenses as reported by the

family are: food, clothing, household items and medicine. Belinda, who is a first grader in

the GVI Phoenix school in Chiriza, had the best attendance in the school as measured

over the last six months (99% attendance rate) and Francisca said she appreciates the

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help that the education project has provided for her daughter given she is not in the public

school system.

1.1.2 The Canasta Básica

In Nicaragua the Canasta Básica (basic basket) is a group of 52 products that cover the

basic needs of an average household as defined by the government. It includes three

main factors: foodstuffs/cost of housing (62%), clothing (10%) and toiletries (28%)

(Gobierno de Nicaragua, April 2011).The average canasta básica is $ 430 per month or

$107.50 per week (Gobierno de Nicaragua, April 2011). Families in the communities of La

Thompson and Chiriza do not have the financial means to purchase all the items in the

canasta básica each month and in fact, they often do not have enough money to purchase

even minimal items. In speaking with families in both communities the very basic products

they purchase and consume/use are comprised of the following: rice, beans, sugar,

cooking oil, milk, eggs, dry cheese, tortillas, tomatoes, onions, peppers, plantains,

cabbage, soap to wash clothes, soap to bathe, toothpaste, toothbrushes, matches and

toilet paper. According to the government’s canasta basica guidelines, the monthly cost of

these items amounts to $162 or $40.50 per week or 38% of the entire canasta básica.

Further, important items are missing from this list to include all types of meat, additional

forms of carbohydrates such as pasta or potatoes, deodorant, sanitary napkins, water,

electricity, rent or cost of housing, transportation and all clothing needs including school

uniforms for school aged children.

NB: the cost of the Canasta Básica varies depending on the size of a family and the price

of commodities.

1.1.3 Put into numbers:

Family A – La Thompson

Francisca’s Income: $23.70/week when working in tobacco industry,

$10/week when not employed in tobacco industry

Canasta Básica: $107.50/week

(Complete) Includes all items defined as necessities by the government

What is left: $ -83.80 (when employed in tobacco)

$-97.50 (when not employed in tobacco)

Canasta Basica $40.50/week

(Basic) Includes the most basic items (38%) of the Canasta Basica

What is left: $-16.80 (when employed in tobacco)

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$-30.50 (when not employed in tobacco)

Family B – Chiriza

Francisca’s Income: $23/week, working in tobacco industry

Canasta Basica: $107.50/week

(Complete) Includes all items defined as necessities by the government

What is left: -$84.50 (with full-time employment)

Canasta Basica $40.50/week

(Basic) Includes the most basic items (38%) of the Canasta Basica

What is left: -$17.50 (with full-time employment)

Using the example of Family A and Family B it can see seen that their earnings in one

week are not nearly sufficient to cover their basic needs.

1.1.4 Additional Costs

The Canasta Básica does not take into account additional costs such as the following:

1 Alcohol abuse can use from a third to a half of the family income and is a common

problem with many low-income families; the World Health Organization ranked

Nicaragua high in their Patterns of Drinking Index (WHO).

2 Additional costs for education: uniforms, shoes, textbooks, transportation

3 Illness, medicine

4 Unforeseen events, accidents at work, days off (unpaid)

5 Childcare for single parent families

6 Transport to work

7 Elderly relatives unable to work

8 Family events: birthdays, weddings, deaths

9 Loan repayments

10 Rising prices of food and clothing items due to inclement weather (hurricanes, flooding,

etc).

1.1.5 Conclusion

Francisca’s earnings (Family A) are a mere 22% and 59% respectively of the standard

canasta básica and the basic needs canasta basica. This takes into account her work in

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the tobacco industry which amounts to only five months of work each year. When she is

not working in the tobacco industry these percentages are alarmingly lower. Further,

Francisca’s earnings (Family B) account for 21% and 57% respectively of the standard

canasta básica and the basic needs canasta básica. These families, as is common to

many families in these communities, are left to find other means to cover the remaining

expenses of the canasta básica. Hence, it is very unlikely that the families will be able to

receive adequate nutrition or basic services. Further, the families will more than likely incur

a debt which they will not be able to pay back, and their children may be forced to work at

an early age and will not attend school. Without a basic education the chances of the

children finding more lucrative paying work later on in life are extremely low.

2.0 La Thompson and Chiriza Community Teaching Projects

We currently work in two communities, La Thompson and Chiriza. These communities are

located outside of Estelí, Nicaragua in rural areas. Both communities are very transient as

members from the communities move to locales where the best opportunities for work can

be found. Illiteracy among adults is higher than in other parts of Nicaragua, and the

existence of alcohol abuse, drug abuse and crime more prevalent. Further, both

communities originated as “squatter” communities in which individual families moved to the

communities and occupied a plot of land without legal title to the land. As of May 2011,

both La Thompson and Chiriza were recognized as legal communities in the department of

Estelí and there is hope within the communities that better roads, improved access to

potable water and electricity will follow. These basic services as well as expanded

education and health services will bring a higher standard of living to these impoverished

communities.

2.0.1 La Thompson Community Teaching Project

The project in La Thompson began in February 2009 with the help of community member

Karla Morán and former GVI Phoenix Project Manager Steve Elliott. The project started

with classes given to a few children in open, outdoor classrooms. As of July 2011, the

school in La Thompson consists of a closed two classroom school with additional outdoor

classrooms complete with flooring. The school also has latrines for the children with

flushable toilets and an enclosed kitchen with an energy-efficient stove. Classes are being

given to students from preschool age to the sixth year of primary school with an age range

of 3 years to 14 years. On average, 100 children are attending the school on a regular

basis. The preschool has officially been recognized by the Nicaraguan Ministry of

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Education, meaning children can receive their promoción or certificate to advance to

primary school. MINED has also approved of reinforcement classes being taught for the

primary school grades. Two preschool groups have graduated from our preschool in La

Thompson and we will see the third group graduate in December 2011.

Fig. 6 – Classes Given

2.0.2 Chiriza Community Teaching Project

The community teaching project in Chiriza began in July 2010 with the help of community

leaders/GVI staff Karla Morán and Cándida Tinoco Zeledón. The provisional school

structure was completed in July 2010 and consisted of metal roofing and wood beams.

Further, an enclosed kitchen which includes an energy efficient stove built by GVI Phoenix

volunteers and staff was completed in September 2010. In July 2011, the last phase of the

construction process was completed as two latrines were constructed on school grounds.

Over the last six months, the school has been enclosed with walling, additional outdoor

classrooms have been added, concrete flooring completed in both the indoor and outdoor

classrooms, interior walls built and six windows were installed along with two doors. The

logistics of the project are in line with the project in La Thompson as GVI Phoenix is

offering classes to preschool aged children as well as reinforcement classes to primary

school children up to the sixth grade. The Ministry of Education officially recognizes the

preschool in Chiriza as a community preschool as in La Thompson. Further, the Ministry of

Education approves of GVI Phoenix offering reinforcement classes to primary school

students.

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Fig. 7 – Classes Given

2.0.3 Objectives

GVI Phoenix’s main objective is to provide sustainable preschool and primary education

for the children in the communities of La Thompson and Chiriza. Many of the children do

not have access to, or do not attend, public schools in the community or in the neighboring

town of Estelí due to economic constraints, an apathetic attitude towards education or due

to their physical distance from a formal school. The existence of the GVI Phoenix Schools

within these communities to include food programs provides an opportunity and an

incentive for the children to attend classes. The work can be divided into the following

parts:

2.0.4 Literacy and Numeracy

GVI Phoenix’s aim is to provide first-time teaching in basic literacy and numeracy. Each

week from Monday through Wednesday, the focus of reinforcement classes is in the areas

of literacy and numeracy and lesson planning by volunteers and staff is based around

these subject areas. On Thursdays natural or social sciences are taught and on Fridays

the children take part in art classes and/or crafts.

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Fig. 8 – Classes Given

2.0.5 Food and Fruit

In La Thompson and Chiriza a daily meal of rice and beans is provided for the children in

the morning. Further, the children receive fruit while attending classes at the schools. On

Fridays, the children receive a meal with chicken to give them additional protein through

the long weekend when classes are not held. In La Thompson, the food is cooked by

Martha Espinoza, a local mother of two students in our school. She cooks on a stove built

by GVI Phoenix volunteers located in the enclosed kitchen on the school grounds. She

receives a monthly salary from GVI Phoenix for her efforts. In Chiriza, Luz Sevilla, a local

mother of a preschool student in our school, prepares the food on a stove built by GVI

Phoenix volunteers and staff. Luz also received a monthly salary from GVI Phoenix.

The children are better able to concentrate and participate when they have received an

adequate amount of food to begin the day. In La Thompson and Chiriza, 35% of the

children attending the schools on a regular basis are in preschool with an age range of 3 to

5 years. According to UNICEF statistics from 2000-2007, nearly 20% of children less than

5 years old in Nicaragua suffer growth stunting due to poor nutrition. In impoverished rural

communities, such as La Thompson and Chiriza, this statistic would most certainly be

higher. Malnutrition is evident among the children attending the GVI Phoenix Schools and

the food and fruit supplied by GVI Phoenix during the school day is providing much

needed nourishment for the children five out of the seven days of the week.

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Fig. 9 – Daily Fruit

2.1 Classroom-based Teaching

The volunteers teach their own classes, in Spanish, with help if possible from more

experienced volunteers and/or GVI Phoenix staff. They must lesson plan using the

curriculum and textbooks provided, along with other materials we have. Any costs incurred

to undertake their classes are reimbursed.

The majority of volunteers choose to take one-on-one Spanish classes at the beginning of

their program. GVI Phoenix arranges for these classes in cooperation with CENAC

Spanish School in Estelí, Nicaragua.

2.1.1 Training and Methods

Workshops are given monthly for the preschool curriculum from the Nicaraguan Ministry of

Education to GVI Phoenix staff members. This curriculum is supplemented by preschool

resources available at the GVI House. Further, in primary grades 1-6, volunteers use

resources and curriculums from the GVI House and textbooks from the Nicaraguan

Ministry of Education to plan their lessons. Yessenia, our local teacher, also provides

volunteers with feedback and ideas in teaching the older children in our schools. GVI

Phoenix staff completes a teaching presentation with all volunteers and aims to pair new

volunteers with current volunteers or coordinators to aid new volunteers in teaching as well

as lesson planning. Last, GVI Phoenix encourages volunteers to supplement lesson

planning and instruction with their creativity and varied past experiences.

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Fig. 10 – Class Preparation

2.1.2 Celebrations

It is important to celebrate occasions that are meaningful to the children and their

communities. Each month in our school in La Thompson we celebrate children’s birthdays

with a party and small gifts for each child who has completed a birthday within that month.

The party includes a piñata, games, dancing and each child at the party receives a gift bag

of candy. In Chiriza over the past six months, we have done a monthly party to celebrate

the end of the month and to reward the children for their hard work. The children also play

games, have a piñata and dance. Each child receives a bag of candy as well. We aim to

expand the celebrations in Chiriza to include individual gifts and recognition for children

who have a birthday during in the month of the celebration. Further, we celebrate

Christmas, Mother’s Day, Father’s Day, Day of the Child and other culturally relevant

holidays such as Day of the Race in both communities.

Fig. 11 – Celebration

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2.1.3 Incentive Schemes

Within both our projects there is huge potential to increase the number of students

attending our schools, as well as improving the rate of attendance among these students.

In December 2010, we began an incentive program in La Thompson and Chiriza to reward

our students. These students, who were selected based on their attendance records and

behavior within their respective classes, received new backpacks to use not only for

classes within our schools but for public school as well. During the last six months,

students who have attended on a regular basis and who had good behavior received

school materials to use in GVI Phoenix Schools as well as the public school. These

materials include pencils, pencil cases, erasers, notebooks, pencil sharpeners and folders.

With increased funding, we will continue to expand these incentive schemes and make

them more consistent with the hope these schemes will help encourage more students to

consistently attend classes at our schools and to reward students who have consistent

attendance.

Fig. 12 - Incentive Scheme in Action

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2.1.4 Dental Hygiene

Every 12 weeks we do an inventory of the children who need toothbrushes and toothpaste

as these items are often not available to the children within their homes. Children who

need new toothbrushes or toothpaste and who are attending on a regular basis receive

these items as needed. Further, GVI Phoenix staff and volunteers do presentations for the

children about how to brush one’s teeth, as well as the importance of having good oral

hygiene. We have seen marked improvement in the condition of the children’s teeth

(especially in La Thompson) and daily oral hygiene seems to have become a routine for

many of the children.

Fig. 13 – New Toothbrush

2.1.5 Arts and Crafts

In 2010, a goal was made by GVI Phoenix staff to have arts and crafts be a part of each

school week. Each Friday the students participate in an art or craft project relating to a

subject of study, holiday or creative topic of their choice. The children are rarely exposed

to arts and crafts in the public school setting and through their participation they are able to

use their creativity and imagination.

20

Fig. 14 – Art Project

2.2 Building Projects and Refurbishments

During the last six months we have completed significant refurbishment projects in La

Thompson. The fence project around the school was completed preventing animals and

livestock from entering the school and destorying gardens and/or compost pits. Further,

the North wall of the outdoor classrooms was converted from plastic covering to wood

paneling as well as the door to the school kitchen. Last, fencing was constructed to create

several garden plots within school grounds and new fruit and shade trees have been

planted for future use.

In Chiriza, the final stages of major construction were completed in July 2011. This

construction process has continued over the last six months and includes exterior walls to

enclose the school, two interior walls separating three indoor classrooms, covered outdoor

classrooms, concrete flooring both in the indoor and outdoor classrooms and two enclosed

and covered latrines. These projects would not be possible without the financial support

from the GVI Phoenix Nicaragua Volcano Charity Challenge (see section 5.0.1 Charity

Challenge 2011) and the GVI Charitable Trust (see section 5.0.2 GVI Charitable Trust).

21

Fig. 15 – Completed School Structure, Chiriza

2.3 Local GVI Employees and Local Partnerships

As of July 2011, GVI Phoenix Nicaragua directly employs three individuals from Nicaragua:

community leaders of La Thompson and Chiriza, Karla Morán and Cándida Tinoco

Zeledón and teacher, Yessenia Falcón Velasquez.

Further, GVI Phoenix has maintained and established several local partnerships.

Volunteers take Spanish language classes at CENAC Spanish School in Estelí and GVI

Phoenix has maintained this partnership for over two years. Additionally, volunteers stay

with one of four local host families in the city of Estelí. GVI Phoenix continues to use local

builder, Don Pedro, to complete construction projects and assist with stove building. GVI

Phoenix also partners with Estelí taxi drivers, Juan Carlos and Eden, to provide

transportation for volunteers and staff. In Managua, GVI Phoenix partners with local taxi

driver, Ronaldo Antonio Cardoza, to provide airport pickups and transport to bus terminals

for volunteers and GVI Phoenix Staff. Further, GVI Phoenix pays a monthly salary to Marta

Espinoza and Luz Sevilla, local mothers in La Thompson and Chiriza, to cook food on a

daily basis for our students.

Partnerships have also been established with Nicaraguan tour guides/companies. For

tours of nature reserve Miraflor, GVI Phoenix uses local tour company, Miraflor Cafe Luz

and the family of Nelson Rugama. For tours of the Somoto Canyon, GVI Phoenix has

partnered with Somoto tour guide, Fausto Ramon.

22

Fig. 16 – Karla, Community Leader-La Thompson

Fig. 17 – Cándida (Tita), Community leader-Chiriza,

Fig. 18 – Yessenia, GVI Phoenix Teacher-La Thompson and Chiriza

23

2.4 Activities and Achievements in La Thompson

We have been working in the community of La Thompson for 29 months as of July 2011. A

total of 22 children have graduated from our preschool since 2009 with more expected to

graduate in December 2011. Not counting the recent graduating group, we have children

from preschool who previously had never attended any formal education who are able to

write and recognize vowels, numbers 1-10, as well as primary colors. However and

perhaps most importantly, the interaction with other children in a safe and educational

surrounding has allowed the children to open up, adapt socially, and interact with other

children and teachers. In the primary grades (1-6) we have seen much progress from the

children in the areas of math, reading, language and critical thinking skills. Children have

started to bring their grade report cards from the public schools and the results have

shown students with passing and exceptional grades. Many parents of primary school

students who attend public schools as well as the GVI Phoenix School have thanked GVI

Phoenix volunteers and staff members saying they have noticed an improvement in their

children’s performance at school and behavior within the home.

As mentioned in the Executive Summary we have an overall attendance rate of 55%. This

rate appears quite low but can be viewed as positive given we offer reinforcement classes

to supplement the public school education primary school students receive. Additionally, La

Thompson is a very transient community as families move often to secure the best options

for work and housing. There are many instances in which students will be gone from the

community for several weeks eventually returning to the GVI Phoenix school to resume

classes. Further, the current third grade group, the initial primary school class when our

school opened in 2009, has an attendance rate of 63%. This indicates consistent

attendance amongst a core group that will hopefully continue in our school until secondary

education is reached. Further, we have seen a 43% increase in the rate of children

attending on a regular basis over the last six months (see appendix A). This represents a

30% increase in students that attend on a regular basis compared with 2010. There is a

huge potential to continue to increase the consistency of attendance among regular

students and given the transient nature of the community, we can expect the arrival of new

students who will need education assistance and attention. Last, the refurbishment

projects completed in the first half of 2011 have contributed to the schools ascetics and will

help us to grow gardens and trees on school grounds.

24

2.5 Activities and Achievement in Chiriza

We have worked for twelve months in the community of Chiriza. A provisional school

structure was completed in July 2010 and a kitchen equipped with an energy efficient

stove was completed in September 2010. Since this time, the school construction has

been completed in its entirety (July 2011) and classes are held each week to include a

daily food program. 139 children have attended classes at a rate of 59% and many of

these children had never before been in an educational setting. Further, the major barrier

existent to preschool students in rural areas in accessing education, the physical location

of the preschool, does not exist in Chiriza as our school is located within the community.

There are a high number of children who do not attend on a regular basis and these

children represent a potential to increase the number of regular attendees and the amount

of children we serve each day. The children are learning to follow rules, cooperate with

others and interact with others in socially acceptable ways. These lessons are invaluable

in a community like Chiriza given the high rates of alcohol and drug use, varying types of

abuse, crime and extreme poverty. Another huge accomplishment came with the

completion of the construction of the school in July 2011. The construction process

spanned one year and it is beneficial to have a permanent structure GVI staff, volunteers

and the children can take pride in. Community backing has been high in Chiriza and words

of encouragement and gratitude have been voiced by community members. Further, we

have started the stove building project in Chiriza which denotes stability within the

community and within our project. Last, reaching the one year mark in Chiriza puts our

project another step closer to long term sustainability in this community.

2.6 Review

The work of GVI Phoenix over the past six months in Nicaragua has been successful due

to the coordination between GVI Phoenix staff members, local Nicaraguan GVI Phoenix

staff members, the community members in La Thompson and Chiriza and the GVI Phoenix

volunteers. Due to a continued influx in volunteers in 2011, GVI Phoenix has been able to

maintain funding for the food programs, school materials, transportation costs, local staff

salaries, host family accommodations and other direct field expenses. Further, funding

from the GVI Phoenix Nicaragua Volcano Charity Challenge (see 5.0.1) and GVI

Charitable Trust (see 5.0.2), has allowed for the completion of the school construction in

Chiriza, refurbishment of the school and school grounds in La Thompson, expansion of the

food programs, continuation of English classes and commencement of support for

secondary education.

25

Fig. 19 – Children and Volunteer in the Community

Fig. 20 – Children in the Community

3.0 Stove Projects

Building an energy-efficient stove takes one and a half to two days to build and is a long-

term, sustainable method of reducing both health problems and deforestation.

3.0.1 Introduction

GVI Phoenix has been building energy efficient stoves since January 2009 when we

started working with the community of La Thompson. In the last six months five stoves

have been constructed, three in the community of La Thompson and two in the community

of Chiriza. Selection of families to receive stoves is based primarily on the child or

children’s attendance rate(s) in the GVI Phoenix Schools. Following these factors,

consideration is made based on need and the number of children in the home or an

adjoining family home. The stoves provide a more economically viable and

environmentally friendly option to the traditionally used open fire. If the stoves are used

26

correctly, less wood is consumed, multiple food items can be cooked at the same time,

smoke is funneled outside of the house, and the stove maintains its heat much longer and

provides a much safer option than an open fire.

In 2010, GVI Phoenix began a process of adding a top rain guard piece to the stoves in La

Thompson to prevent rain coming into the stoves via the chimney during the rainy season.

This process has continued and is now a permanent part of the stove building process in

both communities.

Fig. 21 – Stove Being Built

3.0.2 Facts about air pollution

- More than one-third of humanity, 2.4 billion people worldwide use solid fuels, including

wood, dung and coal for their energy needs.

- Solid fuels have been used for cooking since the beginning of time and when used

properly, they can be an effective way of heating a home or cooking a meal.

Unfortunately, due to economic, political and cultural factors, most families today use what

is referred to as a three stone fire, which is three round stones surrounding a wood fire,

over which a metal plate is placed for cooking. Coupled with poor ventilation in most

homes, this leads to high levels of indoor air pollution.

- Smoke in homes from these cook stoves is the fourth greatest risk factor for death and

disease in the world’s poorest countries

27

- Worldwide, 1.6 million annual deaths, predominantly women and children, are caused by

indoor air pollution, including one million children’s lives each year (more than malaria or

AIDS)

- Children under the age of 5 account for 56% of deaths from indoor air pollution.

- The main killer caused by indoor air pollution is acute lower respiratory infections.

Pneumonia, serious burns and eye infections are other health risks. Many women go blind

in their forties due to smoke from the cooking fires.

- Women typically spend between three and seven hours per day by the fire, longer when

fires are also used for heating the home. Children under the age of five are also

particularly at risk because they spend most of their time with their mothers; often very

young ones are strapped to their mother’s body. The impact this length of exposure has on

small children is exacerbated by a number of factors. Children’s airways are smaller,

therefore more susceptible to inflammation. Their lungs are not fully developed until they

are teenagers, so they breathe faster. Also, their immune systems are not fully developed,

a process that may be further delayed by malnutrition. These facts mean that children

absorb pollutants more readily than adults and also retain them in their system for longer.

- Another major problem is depleting resources and the time necessary to collect the

firewood

- Up to 85% of the energy generated by a three-stone open fire is wasted, which is a real

problem considering that poor families spend up to 20% of their income on solid fuels

and/or spend one quarter of their time gathering wood

- In most societies it is also the women’s responsibility to provide the biomass fuel. The

time cost alone in rural areas can be extreme. Estimates range from two to twenty hours

per week spent collecting fuel, and the distances covered over difficult terrain can be

considerable. In Nepal, for example, women can walk over 20 km per journey in search of

wood. This level of work not only reduces the amount of time women can spend on other

activities, such as earning money or resting, but it contributes to a range of additional

threats to health and wellbeing.

- Often, if the mother cannot collect the wood, it is the responsibility of one of the

daughters in the family, thus taking away from time that could be spent in the school

28

3.0.3 Comparison of Indoor Air Pollution to Malaria

- Twenty percent of the world’s population is at risk from malaria; almost 50% are at risk

from indoor air pollution.

- Malaria kills about one million people per year; indoor air pollution kills over 1.6 million.

- Recently the UN General Assembly restated their aim to control malaria. While indoor air

pollution is starting to gain recognition, there is not yet a worldwide campaign for healthy

indoor air.

3.0.4 Facts on the Stoves

- They are simple wood burning stoves made from cement, block and bricks that encase the fire and provide a chimney to vent smoke out of the home.

- They cut down the amount of smoke and carbon dioxide in the home by 70%.

- They use 75% less firewood than three-stone fires thus saving resources and time used collecting firewood.

- They add 10-15 years of life to every person in the household.

- They protect small children from major burns and women from losing their eyesight prematurely

- In September 2000 the member states of the United Nations unanimously adopted the Millennium Declaration that set in place the Millennium Development Goals of reducing poverty by 2015 to include reducing child mortality

- The stoves greatly contribute to the goal of reducing child mortality by two-thirds by 2015

3.0.5 Short-term economic benefits of installing a stove

Stoves themselves are NOT an “income enhancer” – a family does not earn more

income by having a stove

Does not affect the main income earner, the father, who still works outside of the

home

Less time spent by mother and children collecting firewood, allowing more time for

education and potential economic opportunities for the mothers

Money can be saved (spent on food, clothes, medicine) by not having to spend on

medical bills for lung disease caused by smoke inhalation, though this is small as

this money often isn’t spent anyway, so cannot be put into the argument

Any money saved should be put towards educating and feeding the child

29

3.0.6 Long-term economic benefits of installing a stove

The most obvious one is the children and education

A child spending less time searching for firewood has more time for study

A child’s potential earning capacity is greatly enhanced, thus more education,

especially secondary and college.

Here is where the payback can happen: an educated child in better employment

knows the long-term benefits of education for their own children, so MUST commit

to sending their children to school as well.

3.0.7 Long-term responsibilities

The family with a stove must do all they can to make sure their child is educated, fed and

looked after. A healthy child is more likely to pass exams than a sickly one. The child must

also be given time for homework, study etc. The educated and better-employed child must

do all they can to make sure their own children have a better education

3.0.8 Conclusion

Stoves do not create wealth immediately, the money earner in the family still works in the

fields, whether he/she has a stove or not.

Stoves do allow increased time resources for the children for study and for mothers to

work more.

There are many families in La Thompson utilizing stoves and benefitting from the

protective factors inherent in the use of the stoves. Further, the stove building project has

expanded into the community of Chiriza and GVI Phoenix Staff has initiated an education

and monitoring program (July 2011) for families who have received stoves to ensure the

stoves are being used correctly and that resources are being used effectively.

4.0 Looking Forward

We have been working in La Thompson for 29 months and Chiriza for 12 months and

there are many areas in which we can improve upon within our projects as well as huge

potential to expand our work within the communities. These areas involve expanding and

improving educational opportunities, increased community schemes, supplementing our

food/environmental programs, increasing the number of volunteers within our projects and

maintaining our self sufficiency in terms of funding.

30

4.0.1 Expanding Educational Opportunities

Adult Literacy Classes

Improve consistency of incentive programs to reward students with good behavior

and consistent attendance

Initiate and continue a program to help secondary students

Continue to offer English classes to adults and children and improve consistency

and curriculum of these classes

Sports Program for the children in La Thompson and Chiriza

4.0.2 Supplementing Food, Environmental Programs

Maintaining compost pits at both schools to improve soil for future gardens

Gardens in both schools to supplement food programs: fruit, vegetables, etc

Initiate Plan Semillas; linked to attendance/behavior of children in the school

Reforestation Programs

4.0.3 Increasing Volume of Volunteers/Self Sufficiency in Funding

Complete second Nicaragua Volcano Charity Challenge in November 2011 (Leon)

Expanding and improving our projects to attract future volunteers to include new community schemes and creative ways to generate funding

Exposure of GVI Phoenix Nicaragua through existent and new mediums

5.0 Financial Support

The substantial fixed costs and variable costs to run GVI Phoenix in Nicaragua is covered

mainly (up to 80%) by volunteer fees and the rest by the GVI Charitable Trust. This is, of

course, dependent on volunteer numbers.

5.0.1 Charity Challenge 2011

Between May 5 and May 8, 2011 fourteen participants completed the inaugural GVI

Phoenix Nicaragua Volcano Charity Challenge with guides from Green Pathway Tours.

The following eight volcanoes were climbed in four days to raise funding for our projects:

Telica, Santa Clara, San Francisco, Roto, Cerro Negro, Las Pilas, El Hoyo and

Momotombo. In all, over $10,000 was raised which went directly towards increased food

and fruit programs, refurbishments, completing construction of the school in Chiriza and

increased community schemes. The second GVI Phoenix Nicaragua Volcano Charity

Challenge will take place November 3 through November 6, 2011.

31

Fig. 22 – At the Summit of Volcano Momotombo, May 2011

5.0.2 GVI Charitable Trust

We rely on the GVI Charitable Trust to make up the difference between the money we

receive from GVI volunteers for fixed costs, and what we need overall. These two sources

of income are our only sources. Volunteers raise money before and after they join us

through running marathons, holding fundraisers at work or school, through standing orders

or by working and saving money. The GVI Charitable Trust is registered in the UK, Charity

Registration number: 1111494. 100% of all money raised through the Trust comes to us in

the field, as GVI covers all administration costs.

It is forecast that we will need $15,000-$18,000 through the GVICT in 2011 to cover the

extra costs associated with running our projects in Nicaragua.

6.0 References

UNICEF – http://www.unicef.org/infobycountry/nicaragua_statistics.html# 0

Gobierno de Nicaragua: Ministerio del Trabajo (MITRAB) - Canasta Básica – http://www.mitrab.gob.ni/documentos/canasta-basica

UNESCO Database: ECLAC, Millennium Development Goals, A Latin American and Caribbean Perspective 2005

IFAD, http://www.ruralpovertyportal.org/web/guest/country/home/tags/nicaragua

Gobierno de Nicaragua: Ministerio de Educación (MINED) - http://www.mined.gob.ni/

World Health Organization (WHO) - http://www.who.int/countries/nic/en/

GVI Phoenix – Karla Moran, La Thompson; Cándida Tinoco Zeledón, Chiriza; Yessenia Falcón Velásquez

32

7.0 Appendices

Appendix A. Children’s attendance Escuela Guardabarranco (La Thompson)

Preschool, Levels I through III

Students Feb Mar Apr May Jun Total Nivel %

Total Days of School 18 24 10 21 22 95 - -

Brisa Gabriela Castros - - - - 19 19 III 86

Scarlet Anay - - - - 19 19 II 86

Ashly Jimenes 15 21 7 15 20 78 I 82

Engel Obed Martinez Rios 12 23 10 15 18 78 III 82

Osmar Enoc Olivas Calderon 14 23 8 14 17 76 III 80

Duglas Cruz - - 6 16 16 38 III 72

Maria Isaura Morales Rivera 13 21 4 11 16 65 II 68

Anilsia Lionela Molina - - - - 15 15 III 68

Aaron Retirado - - - - 15 15 III 68

Yaheymi Alexandra Blandon 7 18 7 15 16 63 III 66

Danis Jose Ruiz Peralta 10 17 6 11 16 60 I 63

Yalmar Misael Gonzalez Roque 10 23 6 5 15 59 III 62

Chelsi Francela Aquirre 11 21 8 14 5 59 III 62

Osmar Eduardo Armas Alegria 13 6 4 14 21 58 I 61

Amner Elieser Olivias C 15 22 4 11 6 58 II 61

Cristian Antonio Ruiz 12 18 2 4 21 57 I 60

Karla Vanessa Chavarria 6 15 6 12 16 55 III 58

Jenyfer - - - 4 21 25 II 58

Junior - - - 9 16 25 I 58

Olmara Yuniet Cruz Hernandez 8 10 4 14 16 52 I 55

Alexandra Rugama 6 12 8 14 12 52 III 55

Vilma Yaneli - 8 8 14 12 42 III 55

Daniel Carlos - 8 3 10 14 35 I 45

Engel Issac - - - - 10 10 III 45

Jeefri Ariel Gonzalez Quezada - - - - 10 10 III 45

Bryan Jackson Lopez 3 16 3 6 14 42 I 44

Scarleth - - - 7 14 21 I 43

Juan Carlos - 8 4 11 9 32 I 42

Ashly Belen 8 21 3 2 5 39 II 41

Juliesky - - - 12 5 17 I 40

Ingrid 3 13 4 5 12 37 I 39

Karen Valesca Gutierrez 2 16 2 10 3 33 III 35

Bryan Anderson Valenzuela 8 9 4 6 4 31 I 33

33

First Grade

Students Feb Mar Apr May Jun Total %

Total Days of School 18 24 10 21 22 95 -

Daniel Josue Rucha Arauz - 20 10 13 20 63 82

Anderson 5 17 6 11 18 57 60

Dagner 7 16 8 8 16 55 58

Maynor 14 19 0 6 14 53 56

Jesus 9 17 6 11 9 52 55

Louis - - - - 12 12 55

Magdiel 14 18 0 14 5 51 54

Daniella - 8 6 15 12 41 53

Ingrid 7 13 6 14 9 49 52

Cristian 11 18 1 7 11 48 51

Martita - 12 4 14 18 48 51

Luz Marina - - - 7 14 21 49

Mariella 3 15 6 10 12 46 48

Edixon 11 12 1 4 17 45 47

Dairol - - 4 1 17 22 42

Odalys 11 12 4 7 2 36 38

Marlon David Rocha Arauz - 10 2 5 12 29 38

Esther - - 4 4 11 19 36

Eylin - - 1 6 11 18 34

Chirley 7 2 1 8 12 30 32

Aaron - - - 5 8 13 30

Levy - 8 4 6 3 21 27

Kevin Jafer - 6 0 7 8 21 27

Betzayda - 1 0 1 19 21 27

Carol Sarai Rugama - 6 0 0 14 20 26

Antonio "Toño" 1 16 2 1 0 20 21

Second Grade

Students Feb Mar Apr May Jun Total %

Total Days of School 18 24 10 21 22 95 -

Josseling Rayo 17 21 7 20 22 87 92

Geral "Payito" 14 17 8 17 17 73 77

Miguel 15 16 8 15 17 71 75

Vannesa 9 18 7 16 20 70 74

Yaneris Centeno Matute 6 15 9 16 21 67 71

Johana - - - 16 12 28 65

Rony 11 18 9 8 14 60 63

Albin Alexander Aguila 4 17 7 15 7 50 53

34

Witman Antonio Rodriguez - - - 7 15 22

51

Kenen 9 13 2 7 12 43 42

Marcos Luis Espinoza 5 6 4 5 20 40 42

Fralia Julissa Hernandez Cruz 6 4 2 11 13 36

38

Eliouk Ruiz Espnioza 5 6 2 4 17 34 36

Osman - 2 0 5 14 21 27

Maximun Milnar - 12 0 3 4 19 25

Jarol - - - 4 9 13 23

Luis Fernando 8 0 0 0 9 17 18

Third Grade

Students Feb Mar Apr May Jun Total %

Total Days of School 18 24 10 21 22 95 -

Cristel Mosarelis Leyva G 13 24 9 21 21 88 93

Emily Tatiana Alaniz C 13 21 9 21 20 84 88

Martha Abigail Espino Espinoza 14 22 10 13 21 80 84

Jovany Rodolfo Vanega P 17 24 10 15 10 76 80

Alejandra Cornejo 8 18 10 17 20 73 77

Luis Omar Riviera M 6 22 10 17 16 71 75

Benita de la Concepcion Alegria Alaniz 16 6 5 21 21 69

73

Elibeth del Rosario Gonzalez 12 18 9 16 13 68 72

Juliana Yahoska Davilo 11 6 7 19 16 59 62

Maria Magdalena - 1 4 20 21 46 60

Ezekeil 8 17 8 11 8 52 55

Jander Maudiel Rodriguez R - 2 0 15 20 37 48

Tania Lisseth - 13 6 10 7 36 47

Ingrid Paola - - - 6 14 20 47

Amy Nicole - - - - 10 10 45

Llolfren Jesus - - - - 8 8 36

Juniel - - - 14 0 14 33

Fourth, Fifth, Sixth Grades

Student Feb Mar Apr May Jun Total %

Total Days of School 18 24 10 21 22 95 -

Josue Jovany Diaz Ruiz 13 22 9 21 20 85 89

Edwin Josue Morales 8 18 6 19 18 69 73

Sarvia Xilonia Velasquez G 11 20 5 12 18 66 69

Katering Yessenia Luz - - - - 15 15 68

35

Cristian David Blandon 15 22 10 7 3 57 60

Mayelis Gonzalez Rodriguez 11 10 5 13 12 51 54

Jose Antonio Gomez 16 18 1 6 7 48 51

Engels Alejandro Olivas 15 13 7 0 9 44 46

Carlos Daniel Lanza Garcia 13 15 7 2 0 37 39

Katherin Valesca Potosme 10 13 6 0 0 29 31

Elder Mareno Membreno 13 8 0 4 0 25 26

Flor 1 0 0 12 9 22 23

Appendix B. Children’s attendance Escuela Phoenix (Chiriza)

Students Feb Mar AprMay Jun Total Nivel

%

Total Days of School 19 17 13 22 24 95 - -

Katerin Isabel Velasquez Gutierrez 17 15 12 21 24 89 I 94

Karen Elizabeth Velasquez Gutierez 17 14 12 21 24 88 I

93

Rosa Aura Gutierrez Mendoza 16 14 10 20 24 84 I 88

Hellen Josaida Castillo Cardenas 17 14 10 18 22 81 II 85

Luis Enrique Centeno Paguada 16 14 11 19 20 80 III 84

Scarleth Guadalupe Blandon Rugama - - - 18 20 38 III

83

Andres Antonio Picado Rivera - - - - 20 20 I 83

Omar Antonio Vasquez Onellaua - - - - 18 18 III 82

Jose Wilfredo Zeledon Pravia 15 13 9 18 21 76 III 80

Alison Pamela Arauz Jasquim - - - 17 20 37 III 80

Heyner Danilo Chavarria Cruz 16 13 8 18 20 75 III 79

Odais Tercero - - - - 19 19 I 79

Marian Isbeth Reyes Gonzalez 15 12 9 16 22 74 I 78

Jenifer Tatiana Gamez Rivera - - 9 16 21 46 I 78

Leymar Joany 16 8 7 19 22 72 III 76

Yowin Eliazas Castillo Cardenas - 9 10 18 21 76 III 76

Karla Vanessa Rodriguez Davila 15 14 10 16 16 71 III 75

Joselin del Carmen Blaudon Aguilas - - 7 17 20 44 III

75

Milagros Sarai Perez Davila 19 12 8 15 16 70 II 74

Keren Celina Aguero 16 11 9 14 20 70 III 74

Roxana Concepcion Espinoza Obaudo 14 7 12 19 18 70 I

74

Lesther Manuel Cruz Talavera - - - 19 15 34 III 74

Rosmery Dalia Espinoza Obaudo 14 3 11 21 18 67 I 71

Ana Celia Picado Rivera 13 2 11 18 23 67 III 71

Maykel Antonio Moreno Diaz 15 2 10 20 18 65 I 68

Jans Carlos Guerrero - - 8 21 11 40 III 68

Xochilt Walkisia Sato Sobalvarro 13 13 10 12 12 60 III 63

36

Yobana Gricelda Blaudon - - - 15 14 29 III 63

Luis Fernando Talavesa - - - 15 13 28 II 61

Frania Vanessa Ramirez Gutierrez - 5 11 15 13 44 III 58

Melvin Francisco Centeno Contreras 16 10 8 19 0 53 II

56

Geyson Gutierrez Velasquez 16 1 0 16 19 52 I 55

Jenifer Nahomi Lagos Lauzas 18 4 10 19 0 51 III 54

Melvin Rodolfo Alanis Vasquez - 10 10 0 21 41 I 54

Jackson Sevilla Briones 12 10 10 0 18 50 III 53

Luis Mario Hernandez Perez 15 8 0 14 13 50 II 53

Marilin Graciela Baudon Quevedo 19 12 0 19 0 50 III 53

Karla Stephanie Rodriguez Osegueda 11 11 0 12 15 49 I

52

Juan Ramon Lopez Picado 12 5 8 0 23 48 I 51

Rosa Maria Ibarra Chavarria - 10 0 13 16 39 III 51

Ana Sofia - - 10 0 19 29 I 49

Katia Fraucela Rivera - 10 11 0 14 35 II 46

Marilin Johana Obaudo Gutierrez 17 12 0 0 14 43 III 45

Yohenia Pahola Vilches Talavesa - 5 8 11 10 34 III 45

Joseling Maria Buones Mendez 12 13 0 0 15 40 III 42

Oliver Matias Mendez Laudero 13 7 10 0 10 40 III 42

Cristina - - 9 0 14 23 I 39

Alberto Josue Mendez Caudeso - - 9 0 13 22 I 37

Kelin Elieth Picado 16 0 0 0 11 27 II 28

First Grade

Students Feb Mar Apr May Jun %

Total Days of School 18 17 10 22 21 88 -

Belinda 18 17 9 22 21 87 99

Vanessa 16 16 10 22 19 83 94

Melkin 18 12 10 19 18 77 88

Yanetsy Carolina 17 13 10 20 15 75 85

Yaricelda 14 12 10 19 15 70 80

Yaritza 14 12 8 20 15 69 78

Hannis 15 11 4 19 19 68 77

Maria Elsa 8 13 9 18 18 66 75

Jaime 3 13 8 18 21 63 72

Asa 16 11 4 13 19 63 72

Fredman - - - 13 18 31 72

Ruben - - - 10 20 30 70

Estiben 15 13 7 0 15 50 57

Nelson 11 11 2 14 9 47 53

37

Ninoska 5 5 0 6 20 46 52

Engel Habier 12 13 4 4 12 45 51

Maykeli 12 5 1 6 21 45 51

Sindy Yollveh 14 8 2 4 15 43 49

Yasmina 18 11 4 4 6 43 49

Saleth 15 14 10 4 0 43 49

Leni 18 7 2 6 9 42 48

Fabricio 5 2 0 20 15 42 48

Roberto 5 9 2 16 6 38 43

Edith - - - - 9 9 43

Maria Celeste - - - - 9 9 43

Angele - - - - 9 9 43

Karla - - - - 9 9 43

Yosseling 11 11 3 4 9 36 41

Yureymi Galileo 1 13 8 13 0 35 40

Elwin Antonio 1 2 0 13 18 34 39

Sugeydi Gabriela 12 2 0 8 12 34 39

Darian 2 6 2 8 15 33 38

Rolando 5 11 2 3 9 30 34

Ami 1 0 0 11 18 30 34

Alec Antonio 11 5 0 11 0 27 31

Oneyda 2 0 5 11 3 21 24

Second Grade

Students Feb Mar Apr May Jun Total %

Total Days of School 18 17 10 22 21 88 -

Jany Isabel Rodriguez Jerez 16 17 9 20 20 82 93

Mayeli 16 15 9 19 18 77 88

Alison - - - - 18 18 86

Anyel Sissel Rodriguez Osegueda 14 11 6 16 16 63

72

Ashlin 10 14 6 6 17 53 60

Maynor Misael Chabariya 10 6 2 14 16 48 55

Yaosca 12 5 1 6 19 43 49

Jeyson Josue Perez 14 15 7 5 0 41 47

Mauro Lopez Gomez - - 2 11 8 21 40

Wilmer Gabriel Sentena 1 4 8 11 10 34 39

Dayana 4 4 0 3 19 30 34

Angie - 9 6 2 3 20 29

Scarleth Julissa 5 8 0 1 1 15 17

Eveling Massiel 2 2 0 0 8 12 14

Lainer Arhuleo Gomes - 1 0 6 0 7 10

38

Third Grade

Students Feb Mar Apr May Jun Total %

Total Days of School 18 17 10 22 21 88 -

Maria Mercedes Riviera Ramirez 18 16 7 20 20 81

92

Dilan 16 16 2 20 20 74 84

Rosa Aura 9 15 10 19 16 69 78

Junior Antonio Contrera Lopez 16 4 8 21 18 67 76

Lisa Marie - 7 8 14 19 48 69

Nayeli Tatiana Altamirano - - 4 17 11 32 60

Maria Jose Lerera Salvar 15 15 6 9 4 49 56

Eveling Julissa Griseno Salvar 14 14 6 5 5 44 50

Jennifer Lopez - 14 7 11 3 35 50

Elliel Palma Cardenas 14 11 4 6 7 42 48

Yeyson Josue Janguin 13 9 0 5 13 40 45

Maycol Obregon - - 4 9 11 24 45

Imara Julissa Blandon Agular 11 14 2 1 10 38 43

Carlos 8 12 4 5 0 29 33

Jose Abel Hernandez Vichy 13 12 0 2 0 27 31

Joni 8 2 2 1 5 18 20

Fourth, Fifth, Sixth Grades

Students Feb Mar Apr May Jun Total %

Total Days of School 18 17 10 22 21 88 -

Yerling Karelia Cruz 17 16 10 22 21 86 98

Jose Arlington Lopez 16 15 8 19 15 73 83

Anielka Yaoska - - 3 21 19 43 81

Keyla Jesael Centeno C 9 14 8 22 15 68 77

Luis Armando Lopez 13 11 9 17 16 66 75

Esmeralda Vanessa - - - - 15 15 71

Emma Rivera Riviera 6 15 3 20 17 61 69

Anyuli Lucia Quintero - 16 9 19 3 47 67

Jassuri - - - - 14 14 67

Arlen Ober Casco S 15 16 5 9 9 54 61

Lisbeth Margarita - - 3 21 7 31 58

Yader Ivan Martinez Perez 7 14 8 11 8 48 55

Darling Lisbeth Perez 12 11 5 9 7 44 50

Imara Lineth - - 5 12 9 26 49

Estela del Carmen Picado Rivera 9 3 0 12 18 42

48

39

Jeysell Perez Gonazalez 4 9 3 8 18 42 48

Maykeling Rivera Caldero 3 11 8 16 4 42 48

Christhofer Palcios B 9 11 3 9 8 40 45

Wendy Paola - - 3 0 21 24 45

Harvin Josue Morales M 15 14 5 4 1 39 44

Wendy Fabiola Davila Rios 6 5 3 21 3 38 43

Esnayder Jose Costilla 13 9 5 4 1 32 36

Karol Benavidez - 1 5 17 2 25 36

Yaritza Elizabeth Zelaya Gutierrez 5 5 5 14 2 31

35

Edwin Manuel Mejia Salez 7 0 5 14 4 30 34

Teresa del Socorro Picado 3 5 0 12 7 27 31

Joseph Palacios B 11 3 3 4 4 25 28

Franklin Gonzalez C 10 3 3 0 7 23 26

Laura Rosa Hoyes Gutierrez 4 5 3 0 0 12 14

8.0 Explanation of Attendance Reporting **Students who have attended school more than 25% of the time are counted as having “regular” attendance. Both schools have seen an influx of new students over the last six months. Counting the non-regular attendees (those attending classes less than 25% of the time) in the overall attendance rates does not present a true representation of students who have attended consistently for the last six months. A hyphen (-) in certain months in the attendance appendices represent months in which newer students had not yet started attending classes.

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