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CHICUCHAS WASI Organization Name provided in the GuideStar Exchange* as of 07/15/2014: CHICUCHAS WASI

Organization Name as listed in the IRS Business Master File as of 11/10/2014: CHICUCHAS WASI

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Forestville, CA
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GuideStar Summary

&1002; GuideStar Exchange Committed to transparency ?
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&1002; Registered with IRS Legitimacy information is available
&1002; Financial Data Annual Revenue and Expense data reported
&1002; Forms 990 2013, 2009, and 2008 Forms 990 filed with the IRS
&1002; Mission Objectives Mission Statement is available
&1002; Impact Summary Impact Summary from the nonprofit and Charting Impact Report are available
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Basic Organization Information

CHICUCHAS WASI Organization Name provided in the GuideStar Exchange* as of 07/15/2014: CHICUCHAS WASI

Organization Name as listed in the IRS Business Master File as of 11/10/2014: CHICUCHAS WASI

* The GuideStar Exchange allows nonprofits to regularly update key information directly to GuideStar. It provides richer and broader information about their programs, impact, finances, people and more.
Physical Address: Forestville, CA 95436 
EIN: 68-0188327
Web URL: www.chicuchaswasi.org 
NTEE Category: B Educational Institutions
B24 Primary/Elementary Schools
R Civil Rights, Social Action, Advocacy
R24 Women's Rights
O Youth Development
O99 Other Youth Development N.E.C.
Year Founded: 1987 
Ruling Year: 1994 
Top Funders: Anonymous private donations - $77,695
Chicuchas Wasi - California - $25,000
Friends of Chicuchas Wasi - UK - $9,413


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Mission Statement

Chicuchas Wasi Alternative School for Girls promotes gender equality, personal self-esteem, and human dignity for the ignored, indigenous female population in rural Andean Society in Cusco, Peru by educating, preparing and empowering girls for a womanhood of economic survival, leadership, dignity,equality and opportunity. Our parent classes teach the value of female education and leadership preparation, the value of family support, and conflict resolution tactics to stop violence against women and girls.

Legitimacy Information

This organization is registered with the IRS.

This organization is required to file an IRS Form 990 or 990-EZ.

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Annual Revenue & Expenses

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July 2014)

Fiscal Year Starting: January 1, 2013
Fiscal Year Ending: December 31, 2013

Total Revenue $117,139
Total Expenses $110,482

Revenue & Expenses

(GuideStar Exchange,
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July 2014)

Fiscal Year Starting: January 1, 2013
Fiscal Year Ending: December 31, 2013

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Balance Sheet (IRS Form 990)

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Forms 990 Received from the IRS Additional Information
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Forms 990 Provided by the Nonprofit

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Financial Statements

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Annual Reports

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Leadership

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July 2014)

Diana Rae Lewis

Profile:

Rae Lewis, RN, Founder/Board Member Chicuchas Wasi, Cusco, California A Founder of CW, she lived in Peru for 10 years in the original Children’s Safe House that she established for abandoned children at risk living in the streets of Cusco. While actively overseeing the Safe House she spearheaded various projects and the evolving activities of CW. The street children taught her the need to educate and empower future mothers for economic survival. Prepared mothers will end child abandonment. CW shifted gears to birth the CW Alternative School for HI-Risk Girls in 1997.  Since returning to California to live, Rae remains actively involved in all aspects of CW and returns to Cusco frequently to oversee the expanding Alternative School for Girls. She created a CW non-profit Face book page to raise funds for CW Alternative School and to educate the visitors to the sight of the plight of poor girls if not educated. Rae is active on the Cusco BOD today.  She is President of the California BOD.

Leadership Statement:

Peruvian law states public school grades 1 through 12 are free, but in reality public education is not available to families living on $1.00 (US) or less a day. These parents cannot afford registration fees, uniforms, books, school supplies, and transportation, thus making it impossible for many female children to attend public school. Therefore, female human rights are continuously violated by keeping them uneducated and impoverished. Peruvian society is doing nothing for these girls. CW Alternative School for Girls will continue to provide free primary education for poor indigenous girls, emphasizing personal empowerment, academics, and stressing personal values, integrity, self-esteem and responsibility for an adult life of quality, dignity, gender equality, and financial independence. The common belief of rural uneducated women is that they are destined to suffer from hunger, poverty, rape, beatings, human rights violations and inability to care for their children because they are women and need a man to provide for them. Women belief they have no power over themselves or their children to change the gender inequality that keeps females impoverished and silent. Women in poverty believe this, as does the community at large. We address these issues and aim to bring societal change. The civil society of Cusco ignores the needs of poor women, and keeping women subservient provides cheap domestic labor for those slightly financially better off. Indigenous female babies are not valued at birth, boy babies are a celebration.GIRLS+EDUCATION=FINANCIAL SURVIVAL AND OPPORTUNITY

Board Chair (GuideStar Exchange,
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July 2014)

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Board Co-Chair

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Board Leadership Practices (GuideStar Exchange,
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GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section, which enables organizations and donors to transparently share information about essential board leadership practices.

Board Orientation & Education ?
Why does this matter? Without clarity around their responsibilities and expectations, board members are not positioned to succeed. They may find themselves challenged to fulfill their governance responsibilities or frustrated by the expectations that the organization has set for them. BoardSource recommends that every new board member participate in a formal orientation process, and that all board members sign a pledge or agreement committing to their board service and to all of the responsibilities and expectations that come with service. Ideally, board members also should participate in a formal governance training program prior to serving on a board.

Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations?
Response Not Provided
CEO Oversight ?
Why does this matter? Oversight and management of the chief executive is one of the board’s most important legal responsibilities. The CEO or executive director is the board's single employee, and - just like any other employer/employee relationship - regular and written assessment is critical to ensuring that the chief executive and board are communicating openly about goals and performance. BoardSource recommends that boards conduct formal, written reviews of their chief executives on an annual basis, which should include an in-person discussion with the chief executive and distribution of the written evaluation to the full board.

Has the board conducted a formal, written assessment of the chief executive within the past year?
Response Not Provided
Ethics & Transparency ?
Why does this matter? A commitment to handling conflicts of interests is essential to creating an organizational culture of transparency. Boards should create and follow a policy for identifying and handling conflicts of interest, whether real or perceived. BoardSource recommends that organizations review the conflict-of-interest statement and require signed disclosures from all board members and senior staff on an annual basis.

Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements within the past year?
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Board Composition ?
Why does this matter? The best boards are composed of individuals who bring a variety of skills, perspectives, backgrounds, and resources to tackle the complex and strategic challenges confronting their organizations. BoardSource recommends that boards commit to diversity and inclusion by establishing written policies and practices, which include strategic and intentional recruitment of diverse board members, continual commitment to inclusivity, and equal access to board leadership opportunities.

Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership?
Response Not Provided
Board Performance ?
Why does this matter? Boards need to regularly assess their own performance. Doing so ensures that they are being intentional about how they govern their organization, which is a critical component of effective board leadership. BoardSource recommends that a board conduct a self-assessment of its performance a minimum of once every three years to ensure that it is staying on track with its roles and responsibilities.

Has the board conducted a formal, written self-assessment of its performance within the past three years?
Response Not Provided

Officers for Fiscal Year (IRS Form 990)

Officers information is not available for this organization.

Highest Paid Employees & Their Compensation (IRS Form 990)

Highest Paid Employee data is not available for this organization.

People information was last updated by the nonprofit in July 2014

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Programs

Program: Primary School Academic Education for Girls (GuideStar Exchange,
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July 2014)

Budget:
$131,000
Category:
None
Population Served:
Female Children ( 5 - 14 years)
Native Americans/American Indians
Female Children ( 5 - 14 years)

Program Description:

CW provides free primary education, Kindergarten through 6th grade, to undervalued girls from poor families, and in compliance with the guidelines of the Ministry of Education. We include: Art, Hygiene, Values, and Empowerment of the female child. To provide academic skills needed for a secure future of economic independence. To empower girls to believe in their own self-worth, self esteem, equality and have dignity. To prepare leaders to advance the family, community and society with the women examples and change the outdated beliefs.  We provide nutrition, transportation and uniforms to support the ability to participate in the academic program.

Program Long-Term Success:

Program Short-Term Success:

To see the girls improve self-esteem and confidence, problem solve together and make decisions after group discussion, and evaluating the outcome. To have girls read, write and do basic math. To stimulate intellectual curiosity with various class science inventions, and other projects. To stimulate leadership in the students and give them the opportunity to practice these new skills. To have trained teachers who demonstrate all that the students are learning.

Program Success Monitored by:

We monitor attendance, tardiness, attention, and participation. We observe curiosity, enthusiasm, compliance with assignments, student grades and teacher evaluations. We also have parent's meetings and classes to record changes in behavior and in the home. We use as needed: psychological and social workers for special needs children and families.

Program Success Examples:

We have 99% student attendance, 99% student assignments completed, Special projects suggested and implemented by students with great enthusiasm: Ecology Expo in the school, where students worked alone or in small groups investigating, researching, and preparing their projects to demonstrate to the other students in the upper grades in the school. They were bright eyed and very proud of their achievements. Parent classed were only 50% attendance, but have improved to about 80% of mothers and a few fathers. Most children have single mothers, only 20% of fathers are home. About 25% of fathers are absent as they found jobs far from home-some return, many do not.
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Impact Summary from the Nonprofit Additional Information
A Charting Impact Report consists of an organization’s responses to the five questions. Helping validate this self-reported data are three reviews. Once an organization has used the online interface to complete its report, its responses will produce a document with a unique URL that will be shared on this website, on your GuideStar profile, on the reports of charities participating in BBB Wise Giving Alliance evaluations, and – in the future – with other websites and information sources about nonprofits. We encourage organizations to use this URL to share their report on their own website and through their own media channels. Participants will receive guidance about promoting their Charting Impact Report, along with other benefits, once they publish their report.

CW school receives 4 to 5 year olds girls in Kindergarten. We start with young girls able to grow with our special focus on their particular needs during their 7 years in CW school. CW is awakening their self worth, self-esteem, and self-confidence and through education we prepare young females for adult leadership roles to challenge the pervasive discrimination toward girls, women and indigenous people in general, and for societal change. CW’s frequent positive presence in the community is deliberate and is consciously raising the awareness of how education changes the lives of girls, women, families, and their communities. We work also with the mothers of our students in classes and workshops to raise their self-esteem and self-confidence and help them understand that females have basic human rights, and try to provide resources for job training. We stress that educating their daughters will give them an opportunity for a future out of poverty, dependency, and oppression. CW students already demonstrate their progress and are helping their families grow, our students already read and write for their illiterate parents. Students are confident, curious, and their lit-up faces of intelligence are noticed as they participate in all assignments. Their families also see the changes in their daughters and are realizing that their daughter do have a value besides domestic chores and making babies. The local community is noticing also, and many more parents and aunties come each year to enroll their daughters. CW has 100 thriving students today and will graduate the first group of students with CW since kindergarten from their 6th grade class onto high school in December 2013. CW students are seeing their own value and the families are learning through their daughters. The achievements are noticeable with the grades and leaderships skills some of our girls demonstrate. We have 99% student attendance and 99% student assignments completed. Special projects are initiated and implemented by students with great enthusiasm such as the Ecology Expo in the school, where students worked alone or in small groups investigating, researching, and preparing their projects to demonstrate to the other students in the upper grades in the school. They were bright eyed and very proud of their achievements. Our students will have a very different future from their mothers and grandmothers.
For more in-depth information about this organization's impact, view their Charting Impact Report.
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