Global Programs Methodology

Updated August 2016

Table of Contents Overview of buildOn Global Programs 4 buildOn Global Logic Model 7 School Building 8 Site Selection 8 Community Meetings 10 Presentation of the Covenant 11 The Covenant 12 Leadership Committee 15 Key Performance Indicators 17 Adult Literacy 19 Curriculum 20 Key Performance Indicators 20 Enroll 21 Sustainable Strategies 21 Empowerment of Women 23 buildOn Team 23 Site Visits and Community Meetings 23 Covenant 24 Leadership Committee 24 Worksite 24 Adult Literacy and Enroll 24 Trek 26 Adult Partners On Trek and Maintaining 27 Trek Methodology/Safety Service Learning and the IPARD Model 28 Key Performance Indicators 33 Health and Safety on Trek 35

Appendix 38 A: buildOn Global Logic Model B: School Building Community Profile C: buildOn Covenant D: School Building KPIs E. Guidelines for Responsible Trek Travel (and Trek Leader guide for supporting adults through these guidelines) F. Emergency Response Plan G. Student and Partner Trek Covenants

OVERVIEW OF BUILDON GLOBAL PROGRAMS buildOn methodology has been designed and honed over its 25-year history in order to accomplish its mission of breaking the cycle of poverty, illiteracy, and low expectations through service and education. buildOn does not subscribe to the belief that the world’s most economically poor need the charity and handouts of the world’s economically wealthy. This belief ensures the status quo and prevents the sustainable development of villages, regions, and countries. The very name of the organization buildOn contradicts this traditional approach. Instead, buildOn enters a village to empower the community to build on to the strengths, experience, and wisdom that already exist. In order to break the cycle, buildOn places the community at the center of its development projects and has extremely high expectations for their participation, leadership, and partnership in all buildOn programs. The cycle of poverty, illiteracy, and low expectations can only be broken because of our communities, not for them. The cycle is broken only because we are together in solidarity.

Additionally, local governments are active partners in all projects and buildOn is not intending to fill a void left by the local government. Instead, buildOn works in partnership with the government to bring development through education. The local governments help to select communities for school construction and prioritize those most in need of school infrastructure. Additionally, the local Ministry of Education provides teachers and support to sustain the schools. In many instances where there is need, the Ministry of Education agrees to add additional grade levels so that children can complete a full cycle of primary school in their own villages. This partnership between buildOn, the community, and local government is consistent through all buildOn programing which includes School Building, Adult Literacy, Enroll, and Trek. Below is a brief overview of the programming. A more comprehensive description of buildOn methodology can be found in the detailed sections.

School Building Instead of schools being built for the communities, the community members build their own schools. Local governments play an active role in supporting the schools with teachers, supervision, curriculum, and school materials. The local governments are also responsible for planning/supporting the growth of the schools by adding additional grades and teachers. buildOn is not filling a void left by local governments. Instead, buildOn is partnering with local governments in order to build the infrastructure needed for them and the community to take the lead in bringing adequate education to their villages. Adult Literacy Instead of a group of villagers sitting passively in an adult literacy class, community members actively use literacy skills to implement income-generating and health projects of their choosing. The buildOn adult literacy program utilizes a curriculum of participatory, cooperative learning and education. Through this program, participants are empowered to use their education to alter their lives and communities. The curriculum emphasizes real-world problems and solutions and draws upon the knowledge and experience of the participants. Participants partner with local governments to garner support for their income- generating projects. The local government also helps with the monitoring of the adult literacy programs. Enroll Instead of giving children school supplies and paying the nominal fees for school, the capacity of community leaders is built to allow for those leaders to create and implement solutions to bring children back to school. The local government plays a strong role in sensitizing community members and ensuring that all children are welcomed back to school regardless of gender, ethnic group, caste, or socio- economic status. Trek Instead of simply collecting donor money and sending it overseas for school construction, donors are encouraged to travel to their partner village to live and work in solidarity with the community members to start building a school that will help the villagers break the cycle of poverty, illiteracy, and low expectations. Community members host the Trek groups in their homes and facilitate workshops to teach the visitors about the richness of their culture. buildOn Trek is not a vacation, a poverty tour, or “voluntourism.” Instead, it is an act of solidarity between either buildOn Partners or urban youth participating in buildOn Service Learning programs and the local community. In addition to the solidarity that comes with this intense and intimate experience, it is also provides transparency. Trek goes one giant step beyond transparency. Transparency implies a clear window looking in. buildOn opens the door wide and invites everyone to come in to participate, experience, and work alongside our communities. All Citizens from the buildOn movement immerse in buildOn programs and experience the methodology and outcomes firsthand.

BUILDON GLOBAL LOGIC MODEL buildOn partnership is not about making the community members feel they have ownership of a development project. Instead, buildOn methodology ensures that community members actually own the projects. Through preliminary evaluation of programs, buildOn has identified four key outcomes which are largely in alignment with the buildOn US outcomes: Civic Engagement, Academic Engagement, Empowerment, and Poverty Reduction. We are currently in the process of working with an external evaluator to refine and finalize these outcomes which will be incorporated into the methodology when finished. Civic Engagement A sense of social responsibility; willingness and commitment to acting to address needs of one’s community Academic Engagement Increased school enrollment for children and adults, increased promotion rates, increased completion rates from primary school, and increased parental involvement in the education of the child Empowerment Ability for all people regardless of gender or ethnic group to fully participate in personal and community development. Expanded sense of possibility. Sense of control over destiny. Poverty Reduction Increased earnings and improved economic self-sufficiency for community members regardless of gender or ethnic group.

PROGRAMS IN DEPTH: SCHOOL BUILDING buildOn’s multi-year investment in a community begins with its school building program. buildOn staff, along with local leadership, mobilize community members to construct a two or three-room school with furniture and gender specific latrines.

Site Selection buildOn site selection methodology specifies that communities are identified for partnership where the need is massive and their level of motivation is even greater. In most cases, this means villages are in rural, remote areas with no permanent school infrastructure. buildOn values the partnership of local government through mayor’s offices and the Ministry of Education. These government partners help to identify villages for buildOn school construction and agree to support the schools through supplying teachers, providing supervision, training, and curriculum. Although government partners provide a list of villages for consideration, buildOn staff will make the final decision based on the need and the demonstrated motivation of the community. In some cases, particularly in Haiti where the government does not operate schools in many areas, buildOn can work with a community organization to build a school. This is done infrequently and only when the local community can demonstrate that they are able to sustain the school, particularly the payment of teacher salaries. The Chief Program Officer must approve any non-government schools. Before identifying a site, buildOn staff will collect information for a Community Profile (Appendix B) which is submitted at least two weeks before scheduled ground break. The purpose of the Community Profile is to ensure that the community meets the site selection criteria and to share information with buildOn partners. Site Selection Criteria for New Sites • No permanent school infrastructure exists in the community o If there is already permanent school infrastructure in the community but there is a strong need for additional classrooms, approval from the Chief Program Officer is required. • Existence of a government-supported school with teachers o There are some cases where there is no existing school in a village but the local government has plans to establish a school. Often the lack of proper school infrastructure prevents the local government from establishing a school and sending teachers forcing children to walk long distances to learn. Because there are no classes being given in a community in these instances and there are no teachers, extra steps must be taken to ensure that the community and the local government are fully aware of their necessary contributions. buildOn staff must prepare a Covenant for the local government to sign agreeing to send teachers and support the school once construction is complete. This must be executed before ground break. o Priority is given to rural/remote communities with preference to those which have not had access to development and are suffering from extreme poverty. This description is accurate for at least 85% of buildOn school construction. Schools which are far from main roads and difficult to access due to poor roads or challenging geography are a buildOn niche. buildOn team members and partners take pride in reaching the most remote villages which are often overlooked for development projects. Site Selection for Second/Third/Fourth Schools • Communities with strong KPIs for the first project (90% or higher volunteer work days for both men and women and PLC attendance) • Enrollment of girls should be 50% of the school population • Overall enrollment is stable or has grown since the first school construction • Government is providing teachers for the school • Grade levels offered are stable or have grown since the first school construction In order to build an additional school in a buildOn partner community, approval is needed by the Chief Program Officer.

Community Meetings In Preparation for the Covenant Before breaking ground on a new school, every member of the partnering community, both men and women, must sign the buildOn Covenant. The Covenant is a solemn promise between buildOn and each village outlining their respective contributions to the project. Each Covenant embodies the consensus of an entire community, and for many of the women in the village, it will be the first time they have been asked to sign their names (or provide their agreement through a thumbprint for those who are not literate). The buildOn Covenant clearly outlines responsibilities of buildOn, the community, and the local government. It is presented to the community at each stage of interaction – from the site visit to the community meetings, to the ground break ceremony, and on the worksite.

Initial Site Visit buildOn staff members will make an initial visit to the community to assess the need and to explain buildOn methodology. During this first visit, buildOn staff meet with both the male and female leadership of the community. It is important from this very first meeting to ensure that both men and women are present. Too often, women are not the decision makers and are not allowed to take leadership roles in community projects. As women are crucial to the development of any country, buildOn staff members set the expectations from the initial visit that women will not only participate in the school construction project, but they will lead the project in equal numbers as men. This means that women will make up half of the Leadership Committee. Even more, women will make up half of the officers within that committee (such as president, vice president, secretary, etc.). During this initial meeting, buildOn staff outline the expectations of both the community and of buildOn for project partnership. The community is then given the opportunity to take time to discuss amongst themselves if they would like to partner with buildOn to build a school. If they are interested in buildOn partnership, the community will begin collecting the local materials and organizing crews of unskilled labor and will set their own deadline and strategies for materials collection. From the very first site visit, buildOn staff should: • Make it clear that the community is not expected to contribute money or gifts to get a school. • Final project approval will be based upon information gathered at the site visit (and recorded in the Community Profile) and the completion of further objectives outlined at the mass meeting. A site visit is not a confirmation that buildOn will build a school in the community. • buildOn should explain to the community that they should decide when they could be ready, and that it’s not imperative that they start immediately.

Presentation of the Covenant In order to ensure that the Covenant signing represents a true consensus of the entire community, it is essential that all of the community members participate in the Community Meetings and that they understand the Covenant. buildOn staff follow these guidelines to ensure the inclusivity and comprehension of the entire community. • Ensure that the maximum number of men and women are present at all Community Meetings. If there is low turnout, the meeting is postponed. This is true for both Community Meetings and the Covenant signing. The Covenant signing sets the tone for the entire project. If community members are not present to sign the Covenant, this must be postponed until they are ready. At least 85% of the adults in the community must be present in order to proceed with the signing of the Covenant. • When the covenant is explained to the community, it is done with illustrated placards that represent each key part of the community contribution (Ex: picture of sand for village contribution, picture of workers both men and women, picture of girls at school to signify the 50% girls’ commitment, etc.). After the key points are reviewed, the community members themselves (both men and women) are asked to present the key points in the methodology using the visual aids. • At the second Community Meeting, the community members are again asked to remember the key points of the covenant methodology. They will be given the illustrated placards as prompts and asked to present buildOn Methodology themselves paying particular attention to the community contributions. • buildOn staff will elaborate more on the importance of sending all children to school regardless of gender, economic status, caste, or ethnic group. buildOn requires that 50% of the student population be girls and that every girl and boy in the community have access to the school. • Just before the community members sign the Covenant, buildOn staff will read the Covenant in its entirety to ensure that everyone understands what they are agreeing to. Time is given for community members to ask questions or voice concerns. • At the time of Covenant signing, buildOn staff will arrange the signing so that women and men sign at the same time. (It is never permissible for women to wait until all the men to sign to have their turn.) • Lastly, in order to reinforce the community contribution for the first week of construction, the Covenant is presented by the community to the community during the morning/afternoon worksite circle. Community members will use the placards once again to present their contribution. This helps reinforce the learning and to ensure those who were not at the Covenant signing understand their contribution. During this time, the community members should also be asked to rate themselves. Have they collected enough local materials? Have women been able to actively participate on the worksite outside of traditional gender roles? Were there enough people on the worksite? If they have rated themselves well, there should be congratulations. If they have rated themselves low, there should be problem solving to ensure improvement.

The buildOn Covenant Below is an overview of the contributions of the community, buildOn, and the local government which are outlined in the Covenant which can be read in its entirety in Appendix C. Community Contribution Participating communities in buildOn projects must agree to the following contributions and stipulations: • Commitment to educating boys and girls equally. Future classes must contain at least as many girls as boys. • The unskilled labor for the construction of both the classrooms and the gender-specific latines. The unskilled labor must be provided equally between men and women with the willingness for the worksite contribution of women to break traditional gender roles. • The land on which the school will be built. • High quality local materials: sand, gravel & rocks (if available) • Project management through a Leadership Committee made up of 12 community members (6 men, 6 women) to guide the project and school. Half of the officers roles on the committee (ex: president, treasurer, secretary) must be women. * Note: In Nepal there are 14 community members on the Leadership Committee (7 men and 7 women). This is because there are seven workdays during the week in Nepal as opposed to six workdays in the other countries (as those countries take a day off per week during construction of the school). • Lodging for buildOn team: Field Coordinator, skilled laborers, and visiting Trek Teams. • Safe storage of the materials while on site. • Commitment to recruiting all children of school age. • Commitment to maintain the school after the project is completed. buildOn Contribution • Construction materials (excluding local materials) for school and latrine. • Transport of materials from vendor to site. • Skilled labor needed to build the school. • Project management (Field Coordinators and Construction Managers) and construction plans (Architectural plans which are approved by the local government, are designed to withstand natural disasters such as monsoons, earthquakes, and hurricanes, and provide a conducive learning environment.) • Leadership training for the Leadership Committee • Instruction in basic construction techniques

Local Government Contribution The contribution by the local government, usually through the Ministry of Education, is to provide the teachers, curriculum, learning materials and the management of the school in parternship with the community. In some buildOn countries, other government offices (usually the mayor’s office) will pledge to provide some local materials as well as transportation of those materials. These government offices also sign a Covenant with buildOn and the community agreeing to play their part in the sustainable educational development of the community. buildOn works with the community leaders through the Leadership Committee to ensure that the local government is providing the teachers, curriculim, learning materails, and monitoring of the school. During the Leadership Meetings, buildOn staff train the community leaders on advocating for the school and holding the government officials accountable. In cases where the communty leaders are unsuccessful in securing the resources promised in the Covenant, buildOn staff will intervene and ensure that promises are kept. buildOn is able to do this by leveraging future school construction projects.

Leadership Committee for School Building The Leadership Committee is responsible for the success of the school building project. The key objectives for the Leadership Committee are to: • Organize and lead the school building project (ensuring adequate numbers of men and women at the worksite on a daily basis and the collection of local materials as outlined in the buildOn Covenant) • Work together to solve any issues with the school building (common issues can be low volunteer turnout, lack of local materials on the site, or missing construction materials) • Continue supporting the school after construction to ensure it is adequately maintained, that teachers are fulfilling their responsibilities, that parents are sending all of their children to school (girls in equal numbers as boys), and that local governments are providing the teachers, materials, and support needed for the school to thrive. In some cases this function is transitioned to an existing School Management Committee.

Members are elected from within the community, and the Leadership Committee is comprised of equal numbers of men and women. Additionally, women must make up half of the officer roles on the Leadership Committee. The buildOn Field Coordinator is required to be present at all Leadership Committee meetings in order to guide and train the community leaders. Meetings take place on a weekly basis and more frequently if the need arises. Members of the Leadership Committee will learn to facilitate meetings, keep records of both meetings and construction materials, resolve conflicts, motivate community members to participate in the project, advocate for the continued development of the community, and sensitize their fellow community members to bring all school- aged children to school regardless of gender, ethnic group, caste, or socio- economic status. buildOn strongly believes in the power of local leadership and, as a result, the Leadership Committee has genuine leadership responsibility for the school building project. Because of this and the regular training received during the Leadership Committee meetings, the capacity of the local leaders to bring continued development to the village is increased. Below is an outline of how the Leadership Committee should be formed and executed. • The Leadership Committee should be formed as a broad-based representation of the community. All members of the community should be made aware of its formation and given an opportunity to join the committee during the first mass meeting. • The Leadership Committee should consist of 12 members (6 men and 6 women). (Nepal is the exception where there are 14 members – 7 men and 7 women.) Gender balance must be maintained throughout the project. One woman and one man are responsible for the volunteer participation for one specific day on the worksite. The Leadership Committee should be made up of members of the community who are capable of motivating fellow villagers. It is also sometimes advantageous to have honorary members. • The Leadership Committee will elect their own officers such as President, Vice President, and Secretary. In keeping with buildOn’s emphasis on the empowerment of women, women must hold half of all leadership roles and actively participate in setting agenda and leading meetings, worksite shifts, etc. • It is the responsibility of the Leadership Committee during the initial meetings to create ground rules for participation and attendance. • All members of the Leadership Committee should have an equal vote. • The Field Coordinator should set the precedent at the very first Leadership Committee meeting that woman will have an equal voice in the leadership of the project. It will take time for some communities to understand this and for some women to participate actively in meetings. It is the job of the Field Coordinator to create a safe space for the active participation of all Leadership Committee members. • The Leadership Committee is also responsible for maintaining security, management, and records of the material storage facility. The buildOn finance staff is responsible for the initial materials control training and the Field Coordinator will monitor, support, and follow up as needed during the project. • The Leadership Committee will also create a volunteer management plan to ensure that the project is on schedule and that the community is actively participating in the project as agreed upon in the Covenant.

Key Performance Indicators for School Building buildOn School Building has three Key Performance Indicators (KPIs). The KPIs are designed to measure the implementation of buildOn methodology, which puts the community at the center of the development project. KPIs are reviewed by the community members (during weekly Leadership Committee meetings), by the buildOn staff (as a way to manage projects in each country and to evaluate the performance of staff), and by the board of directors. KPIs are also shared with stakeholders via the buildOn website and in donor reports. • Volunteer Work Days (VWDs) The buildOn Covenant outlines the participation of community in the school construction project. Each buildOn project country has a specific minimum per day for volunteer participation, which includes an equal number of men and women. This KPI is reported out for total volunteers per day and specifically for women volunteers per day. Volunteer work day requirements vary as community size varies by country. Mali: 30 volunteers per day Malawi: 30 volunteers per day Senegal: 20 volunteers per day Burkina Faso: 30 volunteers per day Nicaragua: 12 volunteers per day Nepal: 20 volunteers per day • Leadership Committee Also in accordance with the buildOn Covenant, community members lead the project. The KPIs for community leadership include the attendance at weekly Leadership Committee meetings. In order to ensure that women have an equal opportunity to lead and for communities to realize the benefit of the leadership of women, there are two additional KPIs. They measure the attendance of women at the weekly meetings and the number of officer roles on the Leadership Committee held by women. • Construction Timeline A third KPI measures the days ahead or behind schedule for each school construction project. This is measured at the end of each workweek to allow Field Coordinators and the Leadership Committee to make adjustments to keep the project on schedule. For a sample of KPIs, please see Appendix D.

PROGRAMS IN DEPTH: ADULT LITERACY The buildOn Adult Literacy Program is designed to empower participants to work together to effect community change while at the same time acquiring literacy and numeracy skills. Participants will be guided to recognize the knowledge that exists in the community and the power of working together to assess and address community needs. Simultaneously, the program strives to assist participants in the acquisition of reading, writing, and numeric skills. Through the promotion of basic education, the Adult Literacy program addresses the problems of poverty, health, and injustice. buildOn has found that newly literate adults are strong advocates for the education of their own children as well as other children in the community. These adults are able to ensure that children are prioritizing school and can even supervise the completion of homework assignments. Because these newly literate adults have seen the importance of education, which was denied to them as children, they are extremely likely to ensure their children stay in school. In each class, students spend the first six to twelve months learning to read, write and do basic math while learning about poverty reduction, ways to lead a healthier life, and how to eliminate injustice. Participants then put these skills to the test through Village Initiatives. These are income-generating or other activities to develop the community. Income-generating activities have included dry-season gardening, animal husbandry, bee keeping, textile production, soap making, cloth dying, small commerce, and other small business development. In many instances, income earned through these activities is used to bring children back to school or to help keep children in school (either as a group or at the family level). Other projects to develop the community include tree planting and creating a school feeding program. buildOn selects two educated villagers for facilitator training, in which they learn to teach adults to read and write. Facilitators receive a monthly stipend to teach the adults to read and write and assist in the facilitation of an income-generating project.

Adult Literacy Curriculum The buildOn Adult Literacy Program implements a curriculum of participatory, cooperative learning. Through this program, participants are empowered to use their new literacy skills, and the increased confidence that comes along with that, to improve their lives and their communities. The curriculum emphasizes real- world problems and solutions and draws upon the knowledge and experience of the participants. The curriculum for each country varies based on cultural norms but in each county literacy is taught using relevant themes, which provide additional knowledge and skills for the community members. These themes include poverty reduction, health and sanitation (disease prevention, the importance of pre-natal care, keeping a clean kitchen and toilet, etc), human rights (including the rights of children), and conflict resolution. The themes are relevant to the local culture.

Key Performance Indicators for Adult Literacy The buildOn Adult Literacy program has three Key Performance Indicators (KPIs) designed to measure the success of the program. • Enrollment and Attendance This KPI tracks the number of adults reached through the adult literacy program. Attendance is taken daily and broken down by gender. • Learning Gains The gains in literacy and numeracy skills are evaluated on a regular basis for each participant in the class. • Village Initiatives The community members in each adult literacy program identify projects to improve their own lives, the lives of their family members, and the lives the entire community. Some of these are income-generating projects and others are not. This KPI evaluates the changes made to the community by measuring project outputs such as trees planted, latrines dug, loans made through community-led microfinance, and income generated.

PROGRAM IN DEPTH: ENROLL The purpose of the buildOn Enroll program is to bring children who are not in school back to school. buildOn works directly with partner communities that have built schools with buildOn in the past. There can be many different factors keeping children out of school even after a community has partnered with buildOn to build a new school structure. Some of these factors are extreme poverty, gender discrimination, not understanding the human rights of children or the benefits of education. The buildOn Enroll program works closely with the community members through local leadership as well as local governments to bring children to school. Some of the children have never been to school while some of them have dropped out of school.

Sustainable Strategies for Enroll Specific Strategies have been created in order to meet this goal while keeping the community at the center of the project and ensuring sustainability. Capacity Building/Community Sensitization Consistent with buildOn Methodology, Enroll Leadership Committees are established in these communities in order to build the capacity within the community and to ensure sustainability beyond buildOn intervention. In some cases, the Enroll Leadership Committee is the same as the School Building Leadership Committee. In other cases, it is a mix of the School Building Leadership Committee and a School Management Committee. This is determined based on the leadership in each village. The Leadership Committees are comprised of members from the school building project Leadership Committee, school management committee, parent teacher associations, mothers groups, local leadership, teachers, and parents. The Enroll Leadership Committee will ensure that local people are trained to find solutions to the problems, which are keeping kids from attending school and/or dropping out. The Enroll Leadership Committee will be supported throughout the entire process by buildOn education staff.

Village Initiatives buildOn has had success in providing seed money to adult literacy participants to put their newfound literacy and numeracy skills to use in improving health and hygiene in the community as well as implement income generating activities. As poverty is a major factor in keeping the most vulnerable children out of school, the same initiatives help the poorest parents enroll and send their children to school. buildOn staff work with groups within the communities to develop income-generating projects so that parents can afford the small supplies and clothing/uniforms for school attendance. In some cases, the Enroll Leadership Committee manages the income-generating projects and in other cases it is the parents of the out of school children themselves.

Accelerated Learning Programs Those children who have never gone to school and are over 7/8 years old are usually unable to start school at Grade 1. buildOn works with local teachers to implement an accelerated learning program for these youth. The children will learn basic literacy and numeracy skills that prepare them to transition into the public primary schools in their communities. Just like the adult literacy program, community members (often teachers at the primary school) are trained to facilitate the accelerated learning programs. These programs last between 2 months and 9 months.

EMPOWERMENT OF WOMEN All buildOn Global programs are designed to create the environment for women to take a leading role in breaking the cycle of poverty, illiteracy, and low expectations. In buildOn partner countries, and especially in the rural/remote areas where programs operate, women are typically not given the opportunity to take a leading role in the development of their communities. Frequently women are bound by traditional gender roles that act as barriers to their own development, to the education of girls, and to the sustainable development of larger communities. buildOn is breaking the cycle of low expectations of women by pushing those gender boundaries and giving women the opportunity to lead. Women are leading in all buildOn activities from initial site visits, to the worksite, to Leadership Committees. buildOn Team The empowerment of women starts with team members who understand the importance of giving women the opportunity to lead and consistently work to create the environment for women to do so. Additionally, buildOn strives to have women in all roles from Country Director to Field Coordinator, from Construction Manager to Education Officer, and from Finance Officer to Trek Coordinator. These women do more than just fulfill the duties of their job. They serve as role models for women and girls in the village. They motivate girls to stay in school by showing them that women can work in many different careers. Site Visits and Community Meetings Even from the initial site visit to a potential partner community, buildOn staff will insist on the inclusion of women. In many buildOn communities, men are the first to welcome visitors and discuss development projects. In order to ensure that women have the opportunity from the onset of a project, buildOn staff will ask for women to be present at all meetings. Often this means a delayed start to meeting, but involving women from the onset sets the tone for the entire project. This is the same for all Community Meetings prior and during school construction, adult literacy, or the launch of a buildOn Enroll strategy. buildOn staff members must ensure that women have the opportunity to speak in both small groups and during meetings when the entire community is present. This includes welcome ceremonies for visiting Trek Teams and during school inaugurations. Covenant When the Covenant is explained to the community, the role of both women in the project and girls in school is clearly stated. Every community interested in any buildOn programming must agree to giving women the opportunity to lead and for girls to go to school. Women will play an active role in presenting the Covenant using illustrative placards. At the time of Covenant signing, buildOn staff will ensure that women sign at the same time as men rather than waiting until after the men have signed. Leadership Committee In all buildOn Leadership Committees whether it be for School Building, Adult Literacy, or Enroll, there is an equal number of men and women. buildOn also requires that women hold 50% of the officer roles on the Leadership Committee. These roles include the President, Vice President, Secretary, etc. The buildOn staff members helping to facilitate the meeting will ensure that it is a safe space for women to lead. The seats should be arranged in a circle so that women don’t sit in the back behind the men and women are encouraged to participate in meetings. Worksite Women should make up 50% of the volunteers on the worksite. Additionally, women are encouraged to do tasks which are outside traditional gender roles. buildOn female staff work alongside and in solidarity with women digging the foundation, mixing cement, or making bricks in order to help them feel more comfortable. buildOn male staff sensitize the men in the community to allow the women to try new things. All staff and skilled labor take the time to teach and encourage women on the worksite. Adult Literacy and Enroll The role of women in these programs is also central to the success of the programs. Women make up a majority of adult literacy participants. Through Village Initiatives, women create projects to develop the community and to generate income for their families and to keep or return children to school. Similarly, women play a strong role in Enroll in all strategies. Women are Accelerated Learning facilitators, Leadership Committee members, and advocates for bringing both girls and boys to school.

PROGAMS IN DEPTH: TREK Trek is an experience facilitated by buildOn staff to engage Trek volunteers (both Service Learning students and buildOn partners) in the construction of a buildOn school and to immerse in a different culture. Trek is not a vacation, a cultural tour of poverty, a necessary labor for school construction, or an act of charity. Trek is an act of solidarity to live, work and learn together with an international community. In order to achieve this and to differentiate buildOn Trek from harmful “voluntourism” trips, buildOn puts strong emphasis on solidarity through school construction. All Trek participants whether it be the buildOn CEO, an illiterate community member, a high school student from the US, or a buildOn donor, are expected to work in solidarity. This means contributing 3-4 hours on the worksite each day. In short, Trek is about building a school together. Trek is intended to challenge volunteers to step away from their daily routines and “walk in the shoes” of the host community members. Volunteers live with host families, eat local foods and participate in all aspects of rural community life. Volunteers are expected to work hard on the construction site to demonstrate their compassion, commitment and belief in access to education for all. buildOn adheres to Guidelines for Responsible Trek Travel (see Appendix G), including the buildOn Gift Policy, to ensure that every action of the Trek team is sustainable and empowering. All buildOn staff & Trek volunteers are expected to behave in a culturally sensitive manner. buildOn promotes the importance of gender-equality through the covenant by requiring both boys and girls to attend the new school in equal numbers. Trek volunteers celebrate the role and work of women and model gender-balance. Throughout Trek, the community and volunteers engage in a genuine cultural exchange; as volunteers seek to learn more about their host culture they also share aspects of their home culture. Reflections, discussions and cultural workshops conducted as a team are intended to enhance the exchange and help volunteers think critically while emphasizing the importance and impact of education. Trek volunteers return to their home countries empowered with an expanded sense of possibility and a greater sense of civic and academic engagement.

Adult Partners On Trek and Maintaining Trek Methodology/Safety In leading Adults on Trek, the role of the Trek Coordinator is best described as that of a Guide. Trek Coordinators work to support volunteers through the Trek experience and help them understand the importance of the buildOn Methodology. A successful Trek Coordinator will address challenges presented from a place of understanding, while clarifying buildOn’s philosophy with the goal of altering behavior to better align with buildOn’s Methodology. Trek Coordinators are not the Trek police, or even “the Teacher” when it comes to adults. Trek Coordinators will not be able to control every choice and action a volunteer makes. Trek Coordinators who lead with a focus on control, as opposed to a focus on Learning, will end up creating tension between the Trek Coordinator and the team and ultimately lead to the dissatisfaction of all involved. Instead, Trek Coordinators need to focus their leadership on 4 Key Methods: • Leading through example. Trek Coordinators and all buildOn support staff are expected to work hard on the construction site. No buildOn staff member, regardless of position or “perceived rank,” is excused for this opportunity. And, it is truly an opportunity to roll up your sleeves and help change the future of a village by physically building a school. • Thorough Preparation through the Pre-Trek & Orientation Process • Addressing challenges and reviewing the “Why?” throughout the Trek experience with both individuals and the group • Modeling culturally-sensitive and acting in solidarity

Service Learning Program Treks and the IPARD Model Student Treks use the same modified IPARD model as buildOn’s Service Learning Program.

• Investigation: Students learn about assets and needs of the country where they will be going on Trek. This is done through student presentations. Students are assigned a topic in Pre-Trek Workshop 1 and present the information they learned to the rest of the group during the final Pre-Trek workshop. Topics will include the culture of the country, issues surrounding poverty and illiteracy, relevant history, and other topics of interest. These topics are presented during the final Pre Trek workshop. • Preparation: Students participate in three Pre Trek workshops which are designed to get the students prepared for the Trek experience. These workshops focus on team building, understanding culture, coping with culture shock and homesickness, health and sanitation on Trek, and buildOn methodology. For more information about the specifics of the Pre Trek workshops, see the detailed explanation of the workshops below.

• Action: Students contribute to the construction of the school. buildOn Trek Coordinators push the students to work hard on the worksite. They require students to give everything they can and push them beyond their comfort zones. In keeping with the buildOn mission, the worksite is a way to break the cycle of poverty, illiteracy, and low expectations.

• Reflection: Students create connections and understand the impact between the service they do and the impact on the community. This is done through daily chat circles, during journaling, and during a final chat circle at the end of the Trek. Daily reflections take place for an hour each day (usually after lunch) and serve many different purposes. It is a time to process culture shock, homesickness, and how it feels to push oneself beyond what one thinks possible. It is a time to look closely at culture of the community and reflect on gender roles. It is also a time to understand the importance of education to the development of the community and the role that buildOn methodology plays in sustainable development. It is also a time for students to share ideas on how they will present the experience back in their schools and great communities as one of the final chat circles will focus on the post-Trek presentation requirement. At the end of each daily reflection time will be given for students to share something from that day that they would like to include in their Trek Presentations. Daily Journaling is also an important part of daily reflection. Students can choose their own reflection topic or choose from a list of journal topics that will allow them to reflect on their daily activities, the power of buildOn methodology, the connections they are making, the richness of the host culture, the effects of pushing oneself beyond one’s comfort zone, or the power of education to change lives. Regardless of the topics selected, students must identify specific points/stories/experiences from each day’s reflection that will be incorporated into their Post Trek presentation. During the final journaling session, students will create a final list of items to include in their presentations. During the final chat circle (which takes place in-country but after the team leaves the community), the Trek Team takes time to appreciate one another for their accomplishments during the Trek. Each Trek Team member (adults and students alike) is honored for their contributions. Also during this final chat circle, Trek Team members revisit the Trek Covenant and make a commitment to the Trek Team to complete their Trek presentations. This is done by signing a group covenant (similar to the Circle of Trust singed in Pre Trek 1.) Each student will also share with the group one or two things they would like to highlight during their Trek presentations. • Demonstration: Students publicly share what they’ve learned and achieved through their service. Each student is required to complete eight presentations in their school (or the larger community).

Trek Process for Service Learning Treks (buildOn US) The process for selecting students for Trek, preparing them for departure, and supporting them when they return is a lengthy one which lasts an entire year. Information Night Info Night is an incredibly important component of the Trek experience and requires all participants along with one parent/guardian to attend. Objectives for Information Night are: . Introduce buildOn and Trek to parents and family members . Introduce team leaders . Set the tone & expectations for Trek . Review Trek expectations and objectives . Review paperwork and preparation process . Answer questions/concerns of parents, students, and family members

Pre Trek Workshops Pre-Trek workshops are designed to get Trek volunteers prepared for the Trek experience and to start building a strong Trek Team. This is the I (Investigation) and the P (Preparation) of the IPARD Model. The Pre-Trek program for Service Learning Treks is designed in a series of 3 workshops . Pre Trek Workshop I: Trek Team Intro/Team building/buildOn Student Trek Covenant. This can be found in Appendix I. . Pre Trek II: Service & Cultural Understanding . Pre Trek III: Getting to know your Trek Country / Health & Logistics

Post Trek Although the Trek is over, the Trek process is not yet complete. This is the D (Demonstration) of the IPARD model. It is the Trek Coordinator’s responsibility to ensure all reporting is complete following the Trek experience. Reporting includes ensuring all finances are accounted for, all incidents have been reported, and all feedback has been provided so that learning happens from past experiences. The Post Trek experience is also critical to ensuring the participants have a chance to reflect and share their experience - D (Demonstration). Returning the knowledge gained from Trek is the third main objective of the entire Trek experience and critical to IPARD. In order to support the participants’ return to the US, Service Learning Treks have a Post Trek Workshop. Program Trek participants Demonstrate their learning through post- Trek presentations.

Trek Presentations These presentations are critical to the students’ personal growth and for the recruitment of other students. Because the presentations are a vital part of the IPARD model, Trek Coordinators and other Service Learning staff begin preparing students to do their presentations even before they are selected to go on Trek. It is mentioned during the selection interview to ensure that students are aware that it is an expectation of all students. It is reviewed during the Pre Trek workshops where students begin to devise a plan for where they will do the presentations. Also during the first Pre Trek Workshop, all students sign a Trek Covenant where they promise to do the presentations. During Trek, Trek Coordinators will take advantage of daily journaling and reflection time to allow students to reflect on the activities, accomplishments, and emotions of the day and make note of things they would like to highlight when they share their experience.

Each student is expected to complete 8 presentations. This is measured in KPIs for Trek. This presentation is a slideshow created in PowerPoint to be used by Program participants to demonstrate and share what they have learned. It is also the best way to recruit students to the buildOn Movement. Those students who meet this requirement within the stated deadline will receive a hooded sweatshirt which is only for Trek volunteers. *Note: Those students wishing to write an article for a newspaper or established blog can do so and this can take the place of two of the eight presentations. The newspaper or established blog should cover an entire school, and entire neighborhood, or an entire city. The Trek Team will work closely with the Service Learning Team to ensure that students meet the requirements.

The deadlines for the presentations are as follows: February and March/April Treks: October 15 of the same year It is important that students do some presentations shortly after arriving back in the US when the experience is fresh. This is also a way for the students to combat reverse culture shock and the feeling of isolation many of them feel when they come home. These presentations give them a venue for sharing their stories and keeping their village experience alive. Other presentations (anywhere from one third or one half) can be done at the beginning of the following school year. This is because recruitment for the buildOn Service Learning Program happens in the Fall. Students presenting their Trek experience is one of the most effective recruitment tactics. Summer Trek: January 31 of following year Students should plan to do between one third and half of their presentations at the beginning of the school. This is when the Trek experience is the freshest and students are most eager to share. The remainder of the Trek presentations should be given at the beginning of the calendar year. This is important as recruitment will be underway for Summer Treks and student presentations properly timed can assist in inspiring students to apply for Trek. All student who finish the eight Trek presentations within the allotted time will receive a zip-up Trek hoody. This hoody is only available to those Trek students who meet this requirement.

Post Trek Workshops Post Trek workshops are designed to support students and teachers for the reintegration back to their home culture, to prepare students to complete their presentations, to reconnect them with service activities back in the US, and to discover how they may continue to explore interests sparked by the Trek experience. Returning to the United States can be as difficult and confusing as going away. Post Treks offer the space for students to celebrate their accomplishments and to share their successes & frustrations with their return to the United States. The Post Trek Workshop should be scheduled within three weeks of the students return to the US. This is important for two reasons. The first is the students need to come together as a group after such an intense, life changing experience. The students, along with adult on their Trek, will discuss reverse culture shock and support one another. Secondly, the students will receive the Trek Presentation template. This template can be used as is or customized by the student. During the Post- Trek workshop, students will pull out their notes from daily and group reflections. This will allow them to review the experiences they took note of for possible inclusion into their presentations. Students will use the template given to them as well as a simple guide to customize their talk. After they have taken some time to plan, the students will each practice certain parts of the presentation for each other and receive feedback on their presentation. This will give them the tools and experience needed in order to deliver powerful Trek presentations in their own community. The guide the students receive will also include a timeline for student Trek presentation completion.

Key Performance Indicators for Trek There are KPIs for the overall buildOn Trek program and those which are specific to donor Treks or student Treks.

US Programs Trek KPIs The KPIs for Service Learning Treks are designed to measure the execution of the IPARD model. Just like all KPIs at buildOn, Trek KPIs will be used when evaluating the performance of both Service Learning staff (for students at their schools) and for Trek Staff (for Treks they lead and manage). • Participation in Trek: This KPI is measured by the number of students who apply for Trek, are accepted, and actually Travel on Trek. • Preparation for Trek: This KPI is measured by attendance to all pre-Trek activities. • Service on Trek: This KPI is measured by the service students contribute to the construction of the school. (In keeping with the US Programs methodology, hours for both service and reflection are included in this KPI.) • Demonstration: This KPI is measured by the number of post-Trek presentations participants complete in their school and larger community. The goal is eight presentations per participant in the three months following Trek. If student write an essay/article that is published (in print or on a credible website/blog), this can take the place of two presentations. Those students completing this final part of the IPARD model will receive a special edition Trek hoody.

Partner Trek KPIs These KPIs are designed to measure the quality of the Trek experience for donors as well is the ability of Trek to turn buildOn supporters into advocates for the organization. • Preparation: Attendance at pre-Trek meetings/conference calls are measured to ensure that participants are adequately prepared for Trek. There is one Information Session and one Pre Trek Session. Each is one hour long and covers buildOn methodology, Trek paperwork expectations, health and safety (which includes the Guidelines for Responsible travel), travel logistics, a typical day on Trek, an introduction of Trek staff, and the buildOn Trek Covenant. This can be found in Appendix I. • Quality of Experience: This KPI is measured by a post Trek survey to determine the quality of both the preparation and the Trek experience.

General Trek KPIs These general KPIs measure the health and safety of Trek. Health and Safety Incidents: These incidents are tracked according to the severity of the incident. Health and Safety On Trek buildOn places the health, safety and security of our Trek participants as our number one priority. The following outlines some of the key systems in place to support a positive and safe experience for all participants. • Medically Screened Participants Each participant is required to receive an examination by their physician to identify any health concerns that buildOn may not be able to accommodate on Trek. If an illness or injury is identified, the condition will be evaluated, and buildOn will work with you and your doctor to develop an action plan if possible. • International SOS Membership ISOS is "the world’s leading medical and security services company". They provide 24/7 surveillance of potential medical and security threats in all buildOn countries, in addition to providing pre-Trek support assistance and coordination and treatment support in the event of a medical or political evacuation. • International Health Insurance All volunteers are covered by our International Health Insurance Policy sponsored by Nationwide and coordinated by University Health Plans. Our policy covers medical treatment and evacuation, as well as political evacuation support while outside your home country (not including the US). Coverage does not continue in the US; all volunteers are required to have a home health insurance plan to go on Trek. • Certified Wilderness First Responder Trek Coordinators All buildOn Treks are led by a US based Trek Coordinator certified as a Wilderness First Responder (WFR). WFR “is the definitive wilderness course in medical training, leadership, and critical thinking for outdoor, low-resource, and remote professionals and leaders.” (wildmed.com) • Advanced First Aid Kit Each Trek Coordinator carries an advanced first aid bag to manage the illness and injuries that commonly occur on Trek. • Katadyn Expedition Water Filter All non-bottled drinking water on Trek is filtered using the top performing, hand-operated Katadyn Expedition water filter. • Emergency Vehicle A dedicated emergency driver and vehicle are stationed in the village to provide evacuation support in the event of an emergency. • US Embassy Registration Each team is registered with the US Embassy in their Trek country allowing the Embassy to provide assistance if needed and gives them the ability to contact the team in the event of an emergency. • Telecommunications Each Trek Coordinator carries a cellular telephone that allows them to keep in contact with support staff and ISOS at all times. In the event that the Trek is in a remote location and has no cellular phone service, the Trek Coordinator carries a satellite phone. • Experienced Local Staff buildOn’s In-country Staff are host country nationals and have extensive knowledge of the country and working in a remote environment. In-country staff provide important safety and security information on the ground, and prepare and support the entire in-country Trek experience. • On-call US Staff Person Every buildOn Trek is assigned a buildOn On-call staff person who conducts regularly scheduled check-ins with the US Trek Coordinator and assists with logistics as needed. • Emergency Response Plan Incidents and emergencies may happen at any time. Responding to such events can be challenging. How we respond matters. If we are skillful, we may minimize the negative impact of the event; assist those involved in making meaning from their experience; and potentially become a stronger organization as a result of clarifying our values and acting with integrity. An unskillful response potentially exacerbates the pain and sense of loss felt by some, increases buildOn’s exposure to litigation and may threaten buildOn’s capacity to fulfill its mission.

A skillful response means being prepared in terms of educating ourselves on the potential hazards and training our staff in the necessary skill sets. A skillful response means “doing the right thing” for all of our constituents which may mean balancing conflicting claims on our priorities. It means taking care of victims and their families; it means protecting participants and staff; it means protecting the organization and its mission; it means protecting the Board and the local communities where we operate.

The purpose of the plan is to outline actions that will be taken by buildOn staff while abroad and buildOn headquarters in the United States, in the event of an emergency abroad and to assign responsibility for the actions required.

The overriding consideration of the Emergency Response Plans is to swiftly manage the emergency by attending to the affected persons’ needs, the team’s well-being, and the organizational response to support all affected to the fullest extent.

Additionally, this plan provides buildOn Staff with information concerning incident management and communication procedures, particularly in regard to notification procedures and incident management roles and responsibilities.

In the event of an emergency, the Trek Director or On Call Staff will be responsible for notifying the CEO/COO of buildOn, Chief Program Officer, U.S., Chief Program Officer, International and Trek Managers. The Trek Director or Emergency Contact will initiate the response and offer general emergency management support to staff in the field and others as necessary. The full plan can be referenced in Appendix F. APPENDIX

Appendix A: Community Profile

Global Programs Community Profile

Basic Village Information What day is ground break scheduled for? 1) What is the name of the village or community?

What does the name mean? 2) What is the name of the school? 3) What are the GPS Coordinates for this school? Sample below: 38°53′22.08″N 77°2′6.86″W 4) When was the community founded? 5) Does the community belong to any specific ethnic group? 6) What religions are practiced by this community? 7) Where is the community located? (The department or region) 8) How far is it from the main road? 9) How many kilometers is it from the buildOn office? 10) What types of crops are grown? 11) What do community members do in this village/community to generate income? 11) How did buildOn learn about this community? 12) Who are the male leaders in this community? 13) Who are the female leaders in this community?

School Information 14) What type of school is in the community currently? (community supported school, government supported primary school, government supported middle school) 15) How many grade levels are offered at the school? 16) How many students are enrolled in the school? 17) How many boys? 18) How many girls? 19) How many proper classrooms, which are suitable for learning, are in the school? 20) How many temporary, rustic classrooms are in the school? 21) How many teachers are in the school? 22) Do the teachers come from the community or from outside the community? 23) Who pays the salary of the teachers? 24) Has the government promised to supply additional teachers after the construction is finished? 25) Are there plans to increase the number of grade levels after the school is finished? 26) How far must students walk if they want to reach a school with proper classrooms, which are suitable for learning? 27) Who has donated the land on which the school will be built? 28) Are there other compelling reasons why we should build a school in this community?

Interviews Boy Child 29) The name of the boy interviewed and photographed is 30) Age 31) Grade in school 32) Favorite subject 33) When I finish school, I would like to be… 34) Does the child (or an adult nearby) know if the boy’s parents ever attended school? If yes, until what grade? (Please get answers for both mother and father) Girl Child 35) The name of the girl interviewed and photographed is 36) Age 37) Grade in school 38) Favorite subject 39) When I finish school, I would like to be… 40) Does the child (or an adult nearby) know if the girl’s parents ever attended school? If yes, until what grade? (Please get answers for both mother and father)

Trek Information 41) For Trek, host family homes should have enough space for 2 guests, a latrine, and be considered safe. Please estimate how many possible host family houses there are in this community. 42) How long do you think it would take for a US teenager to walk from the school to the farthest host family house listed above? 43) Is a 4-wheel drive vehicle needed to get to this community? If yes, for how many kilometers? Please describe the terrain: Steep, rocky, muddy, cliffs, narrow, etc. Please explain. 44) What will the weather be like in this community when the school is being built? What season will it be during construction? 45) Is this village close to a major river, volcano, ocean, or any other hazard? If yes, please explain. 46) Is there any water that must be crossed to reach this village, either in a vehicle or on foot? How deep is it now? How deep can it get? How will the river be crossed? Please explain. 47) Where do the community members get their water? Any concerns about the Trek Team getting water from the same place? 48) Is there cell phone reception? In the whole village or just a specific location? Where? What company or companies? How many bars? 49) Will we need a satellite phone due to poor or no cell phone reception? 50) How far away is the nearest medical clinic or hospital? What’s its name? How do people get to the clinic if they need to? 51) Talk to the community members. Have there been any reports in the past year of crime or health concerns in the area? If yes, please explain. 52) Are there any health or safety risks you noticed? Is there a need to have some specific safety plan for this village? 53) Are there other buildOn schools nearby for a potential school visit? How far? Would 4-wheel drive be required? 54) Is there a regular market day in the village? What day?

Appendix B: The Covenant

Sample Covenant for Mali buildOn is a, US-based non-governmental organization that partners with communities to builds schools in developing countries. Donors and American high school students help raise the money to build the schools, and they participate in a cultural exchange with the villagers during the project. buildOn puts the communities at the center of the school construction projects, requiring them to be become true change agents in realizing their dreams of building a school in their community. Community members don’t just participate in the building of a school, they lead!

I. Community Contribution 1. Commitment to educating boys and girls equally. This means: a. Future classes must contain at least as many girls as boys b. Commitment to maintain all girls to school at least up to grade 6. c. Commitment to bring all children who are out of school back to school 2. Commitment to educating all Out of School children. 3. Unskilled labor: 30 workers (15 men and 15 women) per day, six days per week, for the life of the project. The work day will run from 8-12 and 2-5. 4. The land on which the school will be built 5. High quality local materials: sand, gravel & rocks 6. Project management: a committee made up of 12 villagers (6 men, 6 women) to guide the project and school. Women must also make up half of all officer roles on the Leadership Committee. (This includes roles like President/Chair Person, Secetary, Treasurer, etc.) 7. Lodging for buildOn team: Field Coordinator and skilled laborers. 8. Basic construction tools (shovels, picks, wheelbarrows, buckets, water drums, etc.) 9. Commitment to ensuring one teacher per year is hired for the new school until the school is fully staffed. This begins with lobbying the Ministry of Education for more teachers. If the Ministry does not send a teacher in one year, the community must hire a teacher to teach the new class. 10. Equip and maintain the school to the highest standards 11. The transport of contruction materials from Bamako to village and from Bougouni to village.

II. buildOn Contribution 1. Construction materials (excluding local materials) for school and latrine.These material include: sacks of cement, rebar #8, rebar #6, rebar # 10 and all the materials for roofing and painting the school. 2. All the skilled labor needed to build the school 3. Project management (buildOn coordinators) 4. School plans 5. Instruction in basic construction techniques 6. Trainng of the Leadership Committee 7. Drawings and engineering when necessary

The village should not and must not under any circumstances pay any money as a bribe to anyone. If they are asked to pay by anyone, they should inform buildOn staff immediately.

III. Volunteer Implementation Plan Attached are the names and signatures of the villagers who have volunteered to help build the school. By signing, they commit to carry out the commitments of this covenant. If for some reason someone cannot work on the appointed day, s/he must find a substitute for that day or work another day during that week.

We the undersigned understand what is expected of us and look forward to working together to build a better future for our children. ______Village Representative’s Name buildOn Representative

______Village Representative’s Signature buildOn Field Coordinator

______Community Member Signature Community Member Signature

______Community Member Signature Community Member Signature

______Community Member Signature Community Member Signature

______Community Member Signature Community Member Signature

______Community Member Signature Community Member Signature

______Community Member Signature Community Member Signature

______Community Member Signature Community Member Signature

______Community Member Signature Community Member Signature

*Additional pages are added to ensure that all community members sign. Appendix C: School Building KPIs

Sample of 2015 KPIs for Burkina Faso

Volunteer Days

Average # Total VWD Women Total of Groundbreak Total Standard % of VWD % of Actual Volunteers Standard Standard per Day

IP TOTALS/AVERAGES 17210 29787 197% 50 234%

BURKINA FASO 17210 29787 197% 50 234% AVERAGE Roure 2-Feb 1200 2400 200% 67 382% Yezounga 5-Mar 1350 1738 129% 39 104% Bourou 10-Mar 1350 1814 134% 70 417% Komsnedgo 1-Apr 920 4500 489% 120 480% Silemtenga 15-May 920 1175 128% 55 170% Yiyonse 19-Jun 1060 1974 186% 44 215% Radgo 7-Jul 1180 2163 183% 38 186% Doure 7-Jul 1280 2826 221% 39 199% Pissa 1-Aug 1620 1219 75% 13 57% TK Silmiougou 15-Aug 2260 2593 115% 24 119% Poessin 15-Aug 1230 1570 128% 35 120% Bagyambin 18-Oct 900 1333 148% 30 164% Rawelgue 28-Oct 940 1597 170% 35 175% Tim Tim 7-Dec 380 800 211% 64 334% Zerkoum/Nabgoogo 5-Dec 200 552 276% 51 283% Nablaliassan 16-Dec 420 1533 365% 73 331%

Timeline Project Leadership Committee

% of PLC PLC Leadership PLC Total Attedance Roles Status Days Ahead Attendance Women Women

IP TOTALS/AVERAGES 3 79% 46% 45%

BURKINA FASO AVERAGE 3 79% 46% 45%

Roure Complete 10 79% 60% 60% Yezounga Complete 24 43% 40% 40% Bourou Complete 3 46% 40% 40% Komsnedgo Complete 5 98% 51% 39% Silemtenga Complete 6 72% 48% 60% Yiyonse Complete -6 92% 47% 20% Radgo Complete -4 84% 42% 50% Doure Complete -2 86% 43% 40% Pissa Complete 2 77% 40% 50% TK Silmiougou Ongoing 0 78% 51% 40% Poessin Ongoing 0 64% 30% 50% Bagyambin Complete 0 79% 50% 50% Rawelgue Ongoing 6 91% 53% 40% Tim Tim Ongoing -3 100% 50% 50% Zerkoum/Nabgoogo Ongoing 0 73% 48% 50% Nablaliassan Ongoing 10 97% 48% 40%

Appendix D: Guidelines for Responsible Trek Travel and Support Guide

Leading Adult Partners on Trek In leading Adults on Trek, the role of the Trek Coordinator is best described as that of a Guide. Trek Coordinators work to support volunteers through the Trek experience and help them understand the importance of the buildOn Methodology. A successful Trek Coordinator will address challenges presented from a place of understanding, while clarifying buildOn’s philosophy with the goal of altering behavior to better align with buildOn’s Methodology. However, not all attempts at altering behavior will be successful; so then what?

It is important to recognize that Trek Coordinators are not the Trek police, or even the Teacher when it comes to adults. Trek Coordinators will not be able to control every choice and action a volunteer makes. Trek Coordinators who lead with a focus on control, as opposed to a focus on Learning, will end up creating tension between the Trek Coordinator and the team and ultimately lead to the dissatisfaction of all involved. Instead, Trek Coordinators need to focus their leadership on 4 Key Methods • Leading and motivating through example. • Thorough Preparation through the Pre-Trek & Orientation Process • Addressing challenges and reviewing the “Why?” throughout the Trek experience with both individuals and the group • Modeling culturally-sensitive and acting in solidarity

The following guide is intended to support Trek Coordinators to understand Prohibited Activities & Guidelines and provide a clear protocol for addressing challenges that become persistent or harmful to the volunteers or the community.

Prohibited Activities & Guidelines Overview The following provides an overview of specific prohibited activities that must be enforced for the safety of the volunteers and the community, as well as guidelines for how buildOn volunteers are expected to act. Prohibited activities are serious enough that they could eventually lead to the removal of a volunteer from the community; Responsible Guidelines are strongly recommended and greatly respected by buildOn, but except in the most extreme cases, as long as the volunteer has been directly informed and reminded, then the Volunteer acts at their own risk. PROHIBITED ACTIVITIES RESPONSIBLE GUIDELINES The following activities are We strongly urge volunteers to prohibited on Trek: respect the following: Disrespecting or engaging in inappropriate Dress conservatively & appropriately relationships with community members Total lack of participation on the worksite Keep bare feet out of local waterways

Swimming in fresh or salt water (Adult If choosing to consuming alcohol in town, do so Volunteers swim in pools at their own risk) responsibly and only at buildOn sanctioned locations Consuming alcohol in the community, or during Leave snacks and additional food at home transport, or using drugs at anytime.

Riding in non-sanctioned vehicles, truck beds, Avoid raw veggies, ice, street food, unpurified motorcycles, donkey carts, horses, etc. water and local raw food not cleaned properly

Moving outside of the communities boundaries Finish plates at meals without permission and a guide

Moving at night without permission from the Avoid riding bicycles Trek Coordinator

Entering the sleep area of team members of the Wear gloves and closed toe shoes on the worksite, opposite sex, unless same family and plastic lenses as necessary Giving gifts, or money, to the community beyond Be on time host family gifts

Petting or Feeding Animals unless part of an Participate in buildOn organized activities organized cultural activity Interact with Host Family in the evenings

PROTOCOL FOR ADDRESSING CHALLENGES When an Adult on Trek engages in a Prohibited Activity or breaks a Guideline after having reviewed them over the Pre-Trek Call, and again at the In-country Orientation, Trek Coordinators should follow the following procedures.

Addressing A Volunteer Breaking A Guideline… Guidelines are intended to represent buildOn methodology as well as ensure the safety and security of the Trek Volunteers; however these are not generally issues that we would remove volunteers from a community for. When an Adult doesn’t adhere to a Guideline, Trek Coordinators should do the following: 1. Understand the Adults Reasoning – There may be a number of reasons why an adult isn’t wearing gloves on the worksite (maybe they didn’t bring any), or purchasing local street food (they understand they may get sick, but they really want to try it!), or not following any of the specific guidelines. Approach the volunteer individually and politely and casually ask why. Perhaps they want to follow the guideline, but they do not have the necessary tools. Problem-solve with the volunteer to see if you can support them to resolve the challenge.

2. Clarify buildOn Methodology and explain the “Why?!” – If the Volunteer simply doesn’t want to wear gloves, or they insist on eating that street food, or they don’t want to attend a cultural workshop, then simply remind the Volunteer why buildOn encourages the specific guideline and offer a potential solution. Maybe you can talk to the translators to see if there is a specific street food vendor that they would recommend, or assign a translator to spend more time at a specific host family to support integration with the host family. Perhaps you will not be successful to change the behavior, but perhaps you can help to alter the volunteer’s decision.

3. Let it Be – Once the individual has been addressed, buildOn’s Methodology has been clarified, and you have offered solutions, if the issue continues, it may be best to simply let it go. The Trek Coordinator doesn’t need to nag volunteers. Adult volunteers will ultimately make their own decision and we will not be able to absolutely control them. Continue to represent buildOn’s Methodology as the issue is brought up, but do not let allow these potential infractions from creating tension between you and the group.

Guideline infractions that are determined by the Trek Coordinator to be persistent and/or immediately harmful to themselves, another member of the team or to the community should follow the steps beginning at #2 under Rules below. Addressing A Volunteer Engaging in a Prohibited Activity Prohibited Activities are perhaps more serious in nature because they involve even greater risk and/or may have greater repercussions on buildOn Methodology. With that said, buildOn doesn’t have a zero-tolerance policy. When a Volunteer engages in a Prohibited Activity, they should be addressed using the following Protocol: Follow #1 & #2 above under Guidelines - If it is determined that a volunteers’ action present a persistent risk and/or an immediate harm to themselves, another member of the team, or the community; Trek Coordinators should do as follows: Inform the Volunteer that you will need to report the incident – Inform the volunteer that their action goes against buildOn policy and that it will need to be reported to buildOn Headquarters in the US. Report the incident to the Group Leader – Inform the Group Leader of the incident and make them aware that you must report it to buildOn Headquarters. Inform your On Call Staff person – Contact your On Call Staff person to alert them of the situation. Confirm next step if a follow-up call is needed. If the Volunteer’s actions are persistent or harmful enough to consider the removal of a volunteer from a community, then the decision must be made by the Trek Director and/or the VP of International Programs in coordination with a VP of Development or the COO.

BUILDON’S GUIDELINES: UNDERSTANDING THE ‘WHY?’, OFFERING SOLUTIONS & FREQUENTLY ASKED QUESTIONS

Clothing Dress more conservatively than you might at home. You’ll feel more comfortable and attract less unwanted attention this way. Skirts should be ankle length, and shoulders should be covered. Leggings, shorts, tight-fitting clothing and walking around in bare feet are not appropriate. Please see the packing list for further details on appropriate attire for your Trek country. 1. WHY? a. Cultural Sensitivity – Trek volunteers are expected to respect local culture and customs and maintain modesty to ensure not to unintentionally offend anyone. b. Health – Loose fitting and more covered clothing provides additional protection from the sun and mosquitoes. Proper footwear prevents unnecessary cuts, infection and parasites. c. Safety – Conservative dress protects volunteers from attracting unwanted attention Swimming That river near your village may look like a great place to take a dip, but water often carries unpleasant diseases and pollutants that can make you sick. Due also in part to hidden currents, the threat of submerged objects, and the fact that buildOn staff are not lifeguards, swimming is prohibited on Trek.

1. WHY? a. Water may carry diseases including giardia and schistosomiasis (transmitted by parasites from small snails through your feet), which can be incredibly unpleasant. b. Hidden currents and the fact that there may be submerged objects and/or animals could cause unnecessary injury and/or death. c. Trek Coordinators are not trained Lifeguards. 2. WHAT ABOUT PUTTING FEET IN THE WATER? This should be discouraged for the same reasons as described above. 3. WHAT ABOUT SWIMMING AT HOTELS? It should be made clear to adults when staying at a hotel, that you cannot vouch for the cleanliness of the water and buildOn Staff are not lifeguards so if they choose to swim then it is at their own risk. When adults are traveling with their children, if the parent allows, then the same rule applies – swim at your own risk. Alcohol and Illegal Drugs The possession or use of illegal drugs at any time during Trek is unacceptable. The possession or consumption of alcohol by minors under the age of 21 is prohibited. Alcohol consumption is also strictly prohibited while in the community and during road travel for all Trek team members. buildOn understands that adults age 21 and over may responsibly choose to consume alcohol while in town. We strongly encourage that any alcohol consumption in town be done only at establishments recommended by buildOn staff. 1. WHY? a. Volunteers must respect local laws when it comes to illegal drugs. b. Local alcohol and drugs may contain unknown & increasingly harmful substances. c. Alcohol impairs judgment and causes increased risk. d. Alcohol is a problem in many rural villages and it is important that buildOn volunteers model sobriety. Even “responsible drinking” may not be perceived that way from the community. e. Transportation is one of the most dangerous components of Trek and could lead to a distracted driver or unnecessary and/or dangerous stops along the road. f. Volunteers drinking in locations not approved by buildOn are at an even greater risk for petty & potentially violent crime 2. MEASURING DEGREES OF SERIOUSNESS a. A volunteer tasting the local honey wine in Nepal vs. bringing a bottle of rum to the community and drinking alone, or even with their host family, are two very different situations that should be dealt with differently. Certainly we can’t vouch for the safety of the local honey wine and should discourage, but it’s important to consider intent when assessing the best course of action.

Food Food from home should only be brought to the community for special dietary needs and should be discussed with your Trek Coordinator beforehand. Keep in mind that part of your Trek is immersing yourself in the local culture and living like a member of the community. With that said, refrain from consuming raw vegetables, uncooked meats, street food, and local food not properly cleaned. There will be plenty of fresh and healthy food prepared for you three times daily. Replacing meals with snacks from your bag may offend your host family, prevent your Trek Coordinator from keeping track of your health, and encourage insects. Please be mindful to consume all the food on your plate and not to waste food. 1. WHY? a. Part of the immersion into the culture and solidarity with the community. b. Out of respect for the cook and host family. c. To support individual health, especially considering the hard work and extreme environment. d. Lack of adequate food intake, can lead to greater health concerns. e. Prevent rodents and insects from getting in volunteer luggage. 2. POTENTIAL SOLUTIONS a. If Volunteers feel required to eat supplemental foods, then encourage them to eat out of site of the local community. When it comes to outside food, out of site is out of mind. 3. WHAT IF AN ADULT WANTS TO SKIP A MEAL? a. Follow the Protocol above when addressing broken Guidelines. If an adult is not feeling well, talk to the cook and/or their host family about an alternative meal that may provide simple sustenance. If an adult refuses a meal here or there, after discovering what’s going on, you are better off letting it go. If the pattern continues and there are further medical concerns that something is wrong, then address the situation through a health approach and consider talking to ISOS.

Water Drinking plenty of water is critical to your health on Trek, but make sure you are only drinking filtered or bottled water. Your Trek Coordinator will carry a Katadyn Expedition Water Filter to purify drinking water and will utilize a tiny amount of bleach to ensure the water is safe. When you are in towns, it’s better to use bottled or filtered water to brush your teeth, and stay away from ice in your drinks.

1. WHY? a. Water is critical to health and local water sources may not be treated appropriately. b. Drinking Filtered & bleached water provided by buildOn prevents unnecessary waste from bottled water and maximizes resources to ensure water doesn’t need to be collected from afar and dependent on the E-vehicle. c. Utilizing bleach in the water is recommended by the CDC for purifying water and is safe to drink. 2. SHOULD ADULTS BE EXPECTED TO PUMP WATER? No. Adult volunteer Treks are relatively short, and it doesn’t take an entire team of adults to pump water. Ask for some volunteers and encourage assistance, but if they are not interested, then work together with your Contractor team to ensure the water is pumped. This responsibility should not be given to the local community. 3. WHAT IF A VOLUNTEER REFUSES TO DRINK BLEACH WATER? Make sure the water plan is discussed at the orientation and well understood. Share with the Volunteer the information in the Trek Binder that discusses the CDC’s acceptable levels of bleach for drinking water. Consider calling ISOS for back-up and review the ‘Why?’. If a volunteer continues to refuse to drink the water, consider what your options would be to bring in some bottled water, this option will depend on your location and the geography and unfortunately we may not be able to accommodate the volunteer’s request. If the local water source is overly salty or the team is less than 5 people, then we may consider purchasing water for the duration of the Trek, but this often creates increased waste, in which case it is discouraged. It’s also important think through the transportation process. If it means the E-vehicle will need to leave the village, especially for a significant amount of time, over 30 mins, it may not be worth it.

Trash On Trek, buildOn follows a leave-no-trace policy. All trash into the community must be packed out and disposed of in town, as there is no rural trash collection in the areas where buildOn works. Only toilet paper and feminine products can be tossed in the latrine. 1. WHY? a. If we do not carry it out, it will simply be left behind in the community, or burned, both contribute unnecessarily to pollution. b. It is important for volunteers to be conscious of the amount of trash created. c. Volunteers are expected to model proper health & sanitation. 2. HOW CAN THIS BE ENCOURAGED? Adults should be supported to follow the policy. Make sure everyone has an individual trash bag (at orientation), provide bags per family if necessary. Additionally, provide a trash bag at the meal house. At the end of Trek, volunteers should be encouraged to carry trash home to dispose of in a location with an organized refuse system. This will limit the amount of trash that is piled up at the final hotel. Team trash should be left with the international team to dispose of in town. 3. WHAT IF A TEAM MEMBER LITTERS? Volunteers who leave trash should be encouraged to pick-up trash. If they choose not to, then perhaps they are not the most conscientious of people, but pick it up and move on.

Animals That little puppy in the village may be adorable, but please do not touch! Animals in buildOn communities are not cared for like pets in developed countries, and they generally do not receive vaccinations. Feeding them should be left up to your host family, and petting them is an easy way to contract fleas, parasites and other potentially fatal diseases such as Rabies. Touching certain animals during a Cultural Education Workshop organized by your Trek Coordinator is acceptable. 1. WHY? a. Animals are not cared for as they are in the US and can be receptacles for diseases such as Rabies. b. If a dog or cat has rabies and bites, scratches or licks an area where there is an open wound, there is the possibility of rabies transmission and will require extensive treatment. c. If Rabies is not treated, it is fatal, and if not addressed in time, untreatable. 2. WHAT IF A VOLUNTEER SIMPLY CAN’T HELP THEMSELVES & ENDS UP FEEDING A LOCAL DOG? Touching bats, rodents, dogs, cats and other wild animals should be strictly enforced for the health and safety of the volunteers. Volunteers found to be feeding or playing with animals should be talked to individually to remind them of the serious threat of Rabies. If a volunteers’ interaction with an animal leads to the possibility of Rabies infection, it must be reported to International SOS to devise a plan to receive treatment, and depending on the number of days left, will most likely result in an evacuation.

Transportation This is statistically the most dangerous part of any international trip, so it is important that you follow the instructions of your Trek Coordinator regarding vehicles in country. Riding in the bed of pick-up trucks, though tempting, is not safe on Trek. Also, please refrain from riding motorcycles, horses, donkey carts, bicycles, etc. It just isn’t worth the risk! Please stick to buildOn-approved transportation. 1. WHY? a. Outside of the worksite, transport is the most likely cause of blunt trauma; we’re certainly not going to avoid the worksite, but we can avoid unsanctioned and risky transport options. b. May lead to unnecessary serious and/or traumatic injury with limited access to care. c. Riding in unsanctioned vehicles means riding with drivers and vehicles that have not been verified by buildOn. d. Unnecessary and negatively impact buildOn’s International Medical Insurance. e. Roads are bumpy and not well maintained f. Local transport options: horses, donkey cart, bicycles can all lead to unnecessary traumatic injury with limited care available.

2. ADDRESSING TRANSPORT ISSUES… a. Typically, volunteers will ride in unsanctioned vehicles for the sake of the experience, so this can often be addressed by reviewing the why. b. Confirm the issue doesn’t have to do with the travel. If so, depending on the terrain, consider utilizing the e-vehicle or switch a volunteers’ home.

Worksite Safety Closed toed shoes are required at all times on the worksite. Work gloves may be required for some activities and are strongly recommended at all times. Sun glasses with plastic lenses to protect the eyes may also be required for certain jobs. Drink plenty of water. WHY? a. Safety on the worksite & to avoid unnecessary injury. b. Blisters develop easily and can prevent an adult to work as hard as they like for the duration of the Trek. c. Modeling for the community d. Ensure proper hydration and prevent dehydration. Participation Trek Volunteers are expected to act in solidarity and work in harmony with the local community at all times. As the construction of the school is the number one activity that unites both the community and the Volunteers, all Trek volunteers are expected to be active participants in the worksite during their scheduled shift. buildOn hopes to exemplify a strong work ethic on the worksite; we appreciate your support. The best way to encourage Trek Teams to help build the school is for the Trek Coordinator and all other buildOn staff to lead by example. Even when a visiting Trek Team has not shown interest in working on the school, the buildOn staff will maintain their commitment to work in solidarity with the community members everyday on the worksite. Leading by example should help motivate most of the Trek Team to also help build the school.

Additionally, buildOn’s Trek Coordinator and the community will also collaborate to organize daily Cultural Education Workshops to help broaden your understanding of village life. Participation in organized activities is greatly encouraged to gain a greater understanding and to show respect for the local community.

1. WHY? a. Solidarity with the local community by working side by side, and displaying humility and respect by showing interest and engagement in local activities b. To ensure volunteers get the most out of their Trek experience, as activities not attended are experiences lost c. Experience both the service and the Cultural Education d. Out of respect for the community and staff who plan and organize the schedule 2. CONSIDER ALTERING THE SCHEDULE If the team doesn’t want to participate in the Cultural Workshops you have planned, assess their interest (this should be done already during the Pre- Trek Process) and alter the schedule accordingly. There’s no reason for adults to be forced to go to a workshop they are not interested in. All adult Treks should include a visit to the local school and this should be communicated that we want all volunteers to experience the local school environment prior to the new school. 3. WHAT IF A VOLUNTEER HAS A WEAK WORK ETHIC? A strong work ethic should be encouraged, but adults should be allowed to work at a pace that is comfortable for them, in a job they are comfortable with for as long as they want and they should not be reprimanded for not meeting your work ethic. 4. WHAT IF A VOLUNTEER WANTS TO WORK MORE SHIFTS? As long as the community is out working, if a volunteer chooses to work extra shifts at the work site, then he/she should be supported, but you should be conscious of their health and encourage them to continue drinking water and pace themselves. You should also encourage them to participate in the Cultural Workshops to have a more well-rounded experience, but the choice is ultimately theirs. 5. CAN YOU LEAVE AN ADULT AT THE WORKSITE BY THEMSELVES? If you don’t have a Support Staff person, and the rest of the team is going to a Cultural Activity, have a translator stick by them for communication purposes and/or provide a walkie talkie or cellphone.

Punctuality Punctuality on the part of Volunteers sets a good example for community members and sets the tone for a productive day. If you are late, it sends the message that something may be wrong, and you won’t have a cell phone to be able to communicate to your Trek Coordinator. Please respect time on Trek. 1. WHY? a. Model to the community b. Respect to the community and staff c. Prevents unnecessary concern in an environment with no cell communication. Movement Around the Community For your safety, unless arranged with your Trek Coordinator, Trek volunteers should not wander away from the community (defined by the area surrounding the worksite and host family houses) at any time. Additionally, movement after dark is limited to your host family home. Lastly, out of respect for cultural sensitivities, volunteers should not enter the sleeping area of the opposite sex. 1. WHY? a. Safety & Security due to unknown risks and a lack of support if traveling outside of known areas b. Potential to get lost c. To ensure all volunteers can be accounted for at all times d. Potential for injury due to poor visibility e. Encourages spending time with host family f. Respect of the local culture and host families 2. WHAT IF VOLUNTEERS ARE MOVING AROUND AT NIGHT TO NEIGHBORING HOMES? Encourage volunteers to stay with their own host families, so the family may feel respected and honored, but otherwise, if the homes are directly next store, or across the street, unless a greater safety risk is present, it is not an issue.

Gifts To ensure the continued success of our school-building methodology, Trek volunteers should not plan on collecting materials to donate prior to Trek. We want our volunteers to be remembered for the relationships we build and the work we do together, not the items we leave behind. Limited host family gifts, as outlined in the Trek Guide, are allowed as a token of appreciation, but should be modest in scale. WHY? a. buildOn’s IP Methodology is built on the idea of self-help and by providing additional materials we unintentionally contribute to a culture of dependency that encourages communities to expect more and potentially contribute less b. Sustainability – buildOn is unable to continue to provide materials to local communities and therefore sets an unrealistic expectation c. Empowerment – by providing objects that ‘we’ think community members need, we devalue the sweat, creativity and ingenuity our community partners need to survive everyday 2. WHAT IF A TEAM BRINGS ITEMS BEYOND THEIR HOST FAMILY GIFTS TO DISTRIBUTE? It should first be offered to see if the materials may be useful for buildOn Service Learning Trek students. If this is not a possibility, then permission must be received from the Country Director. Generally speaking, 1-2 symbolic gifts may be gifted to the school and or greater community through the village leader, but donation/supply drives should be strictly discouraged at all points of the preparation process.

Appendix E: Emergency Response Plan

EMERGENCY RESPONSE PLAN (ERP) PURPOSE AND RESPONSIBILITIES § The purpose of this plan is to outline actions that will be taken by buildOn staff while abroad and buildOn headquarters in the United States, in the event of an emergency abroad and to assign responsibility for the actions required.

§ The overriding consideration of the Emergency Response Plans is to swiftly manage the emergency by attending to the affected persons’ needs, the team’s well-being, and the organizational response to support all affected to the fullest extent.

§ Additionally, this plan provides buildOn Staff with information concerning incident management and communication procedures, particularly in regard to notification procedures and incident management roles and responsibilities.

§ In the event of an emergency, the Trek Director or On Call Staff will be responsible for notifying the CEO/COO of buildOn, Chief Program Officer, U.S., Chief Program Officer, International and Trek Managers. The Trek Director or Emergency Contact will initiate the response and offer general emergency management support to staff in the field and others as necessary.

EMERGENCY RESPONSE PLAN GOAL Incidents and emergencies may happen at any time. Responding to such events can be challenging. How we respond matters. If we are skillful, we may minimize the negative impact of the event; assist those involved in making meaning from their experience; and potentially become a stronger organization as a result of clarifying our values and acting with integrity. An unskillful response potentially exacerbates the pain and sense of loss felt by some, increases buildOn’s exposure to litigation and may threaten buildOn’s capacity to fulfill its mission.

A skillful response means being prepared in terms of educating ourselves on the potential hazards and training our staff in the necessary skill sets.

A skillful response means “doing the right thing” for all of our constituents which may mean balancing conflicting claims on our priorities. It means taking care of victims and their families; it means protecting participants and staff; it means protecting the organization and its mission; it means protecting the Board and the local communities where we operate.

A skillful response requires discipline, flexibility and a high level of communication in the execution of our plans and protocols.

This document was prepared with assistance from Lodestone Safety International, http://www.lodestonesafety.com SECTION ONE: Notification & Contact Information IN THE EVENT OF AN EMERGENCY OR CRITICAL INCIDENT: 1. Follow procedures outlined in the emergency response plan. Managed Notification and Incident Level Description by: Reporting (IR) Minor injury, illness, behavior or vehicle incident that does not require Trek Notification: No immediate additional support from buildOn staff in U.S. Coordinator communication by TC required. (TC) & Report to On Call Staff during Injury/Illness: Minor soft tissue & stabilized athletic injuries, minor Support check in call or sooner if advice is

gastrointestinal or heat related illness possibly requiring a visit to a Staff needed. medical facility if not improving to field treatment. Behavioral: Difficult, behaviorally challenged participant. * See IR Timeline: If there is a visit to Environment: Inclement weather/storm predicted Appendix the clinic or if prescription 1 Green Other: Near miss that could have resulted in serious injury Protocols & medication is used an IR is Medical required and must be submitted Strategy w/in 1 week upon return. If no IR necessary log progress and document in Trek Report. Serious, but non-life or limb threatening injury, illness, or TC, Support Notification: TC reports incidents behavioral, vehicle incident or political/environmental instability. Staff, On to On Call Staff as soon as Call Staff possible. On Call Staff Injury/Illness: Formal admission to hospital or clinic. Injuries, heat communicates with other buildOn related or gastrointestinal illnesses not improving with in field IP E- staff in accordance with ERP. * If treatment. Contact, admitted to clinic parent/guardian

Behavioral: Sexual behavior or harassment; racial, gender, verbal or Country must be contacted. physical harassment; credible threatening behavior Director Vehicles: Incident with damage but no personal injury or incident IR Timeline: IR complete in field resulting in an insurance claim, or involving multiple vehicles. *See and submitted w/in 1 week upon Environmental: Inclement weather present but manageable Appendix return. On Call Staff logs all 2Yellow Political: Challenges in political atmosphere but manageable and no Protocols & interaction as well. major impact on program. Medical Strategy Additional resources (ISOS and other buildOn staff) are utilized to organize the transport of individual with the serious but non-life or limb threatening injury or illness to definitive medical care. Political & Environmental situations are being monitored locally and in U.S. A serious incident which involves a fatality, life or limb threatening TC, On Call Notification: TC immediately injury, serious behavioral incidents, any activities that may be Staff, Trek reports incident to On Call Staff criminal in nature. Any major political or environmental Director and and ISOS our medical and disasters that compromises the safety of our team. Chief evacuation provider. Program Injuries/Illnesses: Any initial assessment issue or other serious Officer, On Call Staff immediately notifies medical emergency requiring evacuation from country. International Trek Director and buildOn Crisis

Behavioral: Sexual or physical assault, serious incidents involving with support Response Team. the public. from Crisis

3 Red Vehicles: Any incident that results in injuries or a disabled vehicle. Response IR Timeline: IR immediately Environmental: Severe Storm with damage (hurricane, etc.) Team. created by TC and On Call Staff. Political: Political unrest (coup, attack, etc.) U.S embassy Both continuously document all recommending that US citizens return. IP E- interactions of incident. Contact, Critical, time-sensitive situations that require immediate response Country *Refer to Protocols and notification of the buildOn On call staff and buildOn Crisis Director Response Team.

SECTION TWO: STAFF RESPONSE

FIELD RESPONSE PROTOCOL- RED LEVEL 3 EMERGENCIES

1. Safety • Ensure that all uninvolved participants and staff are safe (prevent anyone else from becoming a victim) • Secure the safety/security of any participants/staff involved in event • Render all appropriate emergency medical care as per WFR training • Access medical care and emergency resources (ISOS, police, IP buildOn staff, fire fighters, etc.) as appropriate and available

2. Communication • Contact ISOS immediately to open up a case and to walk you through next steps. If situation might require air evacuation (if you are not certain, notify them that you have a developing situation so that they can begin their process) • Notify HQ (On Call Staff/Trek Director, if not available then Trek Manager then in order: Chief Program Officer, U.S., CEO/COO, Chief Marketing Officer) at the earliest possible opportunity that won’t interfere with more urgent safety issues. • Notify IP Country Director & IP Trek Coordinator for assistance. • Begin event log at earliest opportunity. Appoint scribe to document everything that happens including the precise time at which it happens. • When appropriate, assist participant/s in contacting families and emergency contacts. • Refer all inquiries from media, families of non-victim participants, etc. to the designated buildOn Spokesperson (spokesperson will either be Chief Marketing Officer or will be designated as appropriate based on timing and magnitude of event).

HQ RESPONSE PROTOCOL-RED LEVEL 3 EMERGENCIES

1. Support Field Response and Establish Leadership • On Call Staff becomes Incident Commander (IC) and initiates the notifications • Provide advice and decision making for field staff • Begin HQ documentation and ensure that field documentation is taking place • Review steps taken in the field and make recommendations • On Call Staff works with Trek Director (program, ambassador) as appropriate • Notify Chief Program Officers, US and International Programs, CEO/COO and appropriate buildOn staff of significant events • Provide communication link between the field and other resources • Coordinate efforts with medical & evacuation provider ISOS • Notify families of events if appropriate

2. Initial Assessment of Incident Response Questions to be answered by IC in conjunction with Trek Director, Chief Program Officers and CEO/COO • Based on potential magnitude of event, do we need to convene components of the HQ Crisis Management Team? If so, when? Immediately, on the following morning or next business day? • Does the field need additional support personnel from HQ? Who? • Does the field need additional professional personnel, i.e., counselors, PTSD facilitators, etc.? • To what degree shall we initiate the Communication Plan? o Internal – Board, HQ staff, field staff? o External – Affiliate schools, legal representatives, insurance representatives, other participants, families of participants? o Family – do we need to dedicate a consistent contact? o Media Plan?

HQ CRISIS MANAGEMENT TEAM - TASKS AND ROLES Depending upon the scope and nature of the incident, the Coordination Team will determine the nature and extent of the emergency response. The following teams may be created (note that any particular position could serve on more than one team at a time and/or be directed to commit to one particular team depending on need)

Coordination Team (Led by Trek Director, On Call Staff and supported by Trek Managers, Chief Program Officers and CEO/COO as necessary) • This group will have authority for overall decision making, strategy and leadership. They will assign roles and will have overall responsibility for coordinating efforts of all other staff and teams.

Field Management and Logistics Team (Trek Director/On Call Staff, supported by Trek Managers, Chief Program Officers, IP Country Directors & CEO/COO as necessary) • This group is the primary liaison with the impacted buildOn region and will work alongside ISOS, our medical and political evacuation provider, to help direct and support the field response. A member of this group may travel to the field for support as necessary. This group will also support overall efforts by researching necessary information, i.e., flights, visa requirements, local government policy, etc. They will also monitor specific relevant updates on weather, political situations, etc.

ISOS • Emergency Assistance from ISOS ensures expert assistance and resources when faced with travel, medical, legal, personal security and other emergencies. • In the event of an emergency coverage includes emergency medical evacuation, repatriation, worldwide 24-hour medical assistance and security and evacuation coverage. ISOS will coordinate all aspects of a medical or security evacuation. • On Call Staff/Incident Commander will work closely with ISOS and staff in the field to coordinate response plan.

Communications/Media Team (CEO/COO, Chief Marketing Officer and other team members as needed) • This group will initiate Communication and Media Plan as appropriate. See appendices- appendix A.

Family Team (Trek Director, Trek Manager, Chief Program Officer, US & Program Staff) This group will initiate Family Response Plan as appropriate.

Business Continuity Team (CEO/CRO Development Director/s) • This group liaisons and supports all non-impacted buildOn regions and ensures that they get what they need and that the emergency impact on their programs is minimized.

SECTION THREE: COMMUNICATIONS

COMMUNICATION PLAN: Effective communication is the cornerstone of an effective emergency response. It is critical that communication be conducted in a controlled, disciplined and intentional manner, and that it is directed by the leadership. It is critical that everyone play their assigned role. Nothing will unravel a response effort more quickly than staff freelancing communication with other staff or with external entities. Casual sidebar conversations can create misunderstandings that work against the goals of our emergency response. Undisciplined communication creates an environment of rumor and hearsay. Direction for all communication will come from the Coordination Team. Where appropriate, liaisons will be assigned to manage communication with specific constituents.

1. All Trek crises should be reported to On Call Staff/Trek Director immediately. On Call Staff will begin notification according to the flow chart. 2. Only the CEO/CRO, Chief Marketing Officer and back-up spokespeople are authorized to release information to the media and to the public. All other staff, board and committee members should be professional and helpful to the media by connecting them with the spokespeople, but will neither speak to the media, nor provide any information. The CEO is responsible for putting together the communication team and determining who will speak to media, families, Global Staff, etc. 3. There will be one designated crisis management lead person, as designated by the CEO/COO, directing and coordinating all aspects of the organization’s response including managing the messages and the media. There should also be one designated spokesperson that actually interacts with the media and other inquirers. In some cases, particularly in the event of a “small crisis,” the two may be the same person. Most likely, but not necessarily, the two roles will be filled by the director of communications and the CEO/COO, respectively. 4. All comments should be guided by professionalism and transparency, and serve to mitigate the crisis while reinforcing the trustworthiness of buildOn. 5. "No comment" is never an acceptable response. If an answer is unknown or cannot be immediately answered, make note of the question, tell the inquirer you will get back with him/her, and do so. If the question cannot be answered due to a policy (such as sharing personnel information, etc.) let the inquirer know that. 6. Personnel matters are to remain confidential. 7. When possible, responses should be proactive, responsive, and action- oriented. They should also be consistent and frequent with families impacted by crisis. 8. buildOn recognizes the importance of media relations to public trust. In times of crisis, maintaining effective media relationships will be particularly critical in bolstering public confidence in the non-profit sector as a whole. 9. See Appendix #, Communications Guidelines for tips.

FAMILY RESPONSE PLAN: Working with Families: In an emergency or crisis we may find ourselves interacting with families of victims, families of participants who are on the same program as a victim, families who have a participant on another buildOn program and families of staff. The following section refers primarily to families of victims.

Working with families of participants who are seriously ill or who have been injured or who have died while on their program is potentially one of the most difficult aspects of responding to an emergency/crisis.

It is very important to inform families of participants involved in an emergency early on in the process. Families have a right to know when their child or family member is involved in an emergency. Families need to be given the known facts (not speculation or analysis). As events unfold, update families as soon as possible. At the end of each contact, identify the time of the next contact. Ensure that you get back to them when you agreed to, even if you don’t have any new information.

For families receiving bad news about something that has happened to their family member, it may very well be the worst news they have ever received in their lives. They may be on a rollercoaster of emotion of almost unimaginable depths (at least unimaginable for people who have never lost a family member or had one severely injured). Sorrow, anger/rage, denial, guilt (for encouraging/allowing them to go): may all be a part of their experience at different times.

Program staff may also be experiencing strong emotions when engaging with family members after a traumatic event. They may feel many of the same emotions as the family as well as compassion, fear (fear of not being able to be who they need to be in their response to families; fear about how the families may respond; fear of lawsuits; fear for the depth of the family’s sorrow), doubt (about their competency, the value of the Trek for Knowledge) etc.

There are a number of important and sometimes conflicting agendas to balance. One potential conflict is between helping the families/victims and protecting the organization from liability. Stories of particularly difficult post event processes would seem to indicate that a response that tilts too far to one side or the other, paradoxically often ends up being more destructive to both agendas. There is no shortage of examples of organizations that took an overly defensive posture only to garner more ill will, more bad publicity and more substantial lawsuits as a result of their response. Likewise, ill considered, spur of the moment declarations of guilt and assuming fault have left families feeling angrier and more distraught than they might have felt with a more professional response. The ideal response is one where everyone is dealing in good faith trying to discover what happened and why, and to make some meaning out of the event. However, as tragic events are often very complicated and the emotional content on both sides is high, it is all too easy to find the relationship becoming adversarial. * See Appendix I: Communication with Family & Media

SECTION FOUR: EMERGENCY RESPONSE PROTOCOLS

PARTICIPANT RED LEVEL THREE EMERGENCY PROTOCOLS A. Fatality Protocol E. Asthma Protocol B. Psychological Emergency Protocol F. Rabies Emergency Protocol C. Sexual Assault Response Protocol G. Vehicle Accident with injuries D. Anaphylaxis Protocol H. Political, Security, or Natural Disaster/ Evacuation Protocol

A. FATALITY PROTOCOL: 1) Make appropriate resuscitation efforts per Wilderness First Responder Training. 2) Call ISOS for assistance. ISOS will assist with all logistics. 3) Call buildOn On Call Staff if possible they can facilitate 3-way call to ISOS or Embassy. buildOn HQ Crisis Team will deal with all communications (family, participant, media, etc.) and they will assist with logistics when possible. 4) Call the local U.S Embassy. Embassy should be involved in investigation and repatriation process. 5) Do not move the body or leave the body unattended. Wait for legal authorities to arrive and conduct an investigation. 6) The body should be safe guarded until it is removed by the authorities.

B. PSYCHOLOGICAL EMERGENCY PROTOCOL: A participant might experience psychological distress while on Trek. It is possible that a participant’s (with or without a previous history) coping mechanisms become overwhelmed. Many participants can be assisted by simple compassionate listening and coaching. However, it can happen that a participant will experience anxiety, or depression. It is important to remember that buildOn staff members are not trained counselors. We do not want anyone exercising their amateur counseling skills beyond compassionate listening.

Priorities and Procedures 1) Safety a) Take steps to ensure that all participants and staff are safe. i) Be sure you know where everyone is as appropriate. ii) Stay with the participant or arrange for another staff member to keep them company if you are concerned about their psychological state. iii) Be on alert for potentially dangerous or risk taking behaviors. 2) Communication a) Inform HQ i) If there is any question of safety, immediately contact the buildOn On Call Staff and ISOS if necessary. ii) If safety is not an acute issue, notify the buildOn On Call Staff member as soon as you suspect that a psychological issue could be significant. iii) If patient is a minor, contact their U.S emergency contact 3) Documentation i) Log Incident: Begin logging incident and continue to log throughout ii) Incident Report: When incident is stable, complete Incident Report and hand into your Trek Manager within 1 week of return to U.S.

C. SEXUAL ASSAULT RESPONSE PROTOCOL buildOn needs to be prepared to respond to the sexual assault of a participant in an effective, compassionate manner that supports the participant/staff and buildOn community and protects buildOn from potential liability.

Definitions: Sexual Assault is a wide ranging term used to describe any type of sexual activity committed by one person without the consent of the other. It involves the use of threats, force, or violence, or any other form of coercion or intimidation. Sexual contact with a person who is unable to give consent is also considered sexual assault. This includes, but is not limited to, a person who is asleep, under the influence of drugs or alcohol, or otherwise impaired. Sexual assault violates a person's feeling of trust and safety. Sexual assault may involve people of different genders or the same gender. Sexual assault includes: Rape, the non-consensual penetration orally, anally, or vaginally by genitalia, foreign objects, or other body parts.

Priorities and Procedures 1) Safety a) Ensure that all participants, staff are safe. b) Ensure that the victim is safe. i) Not accessible by perpetrator(s) ii) Monitor for alcohol/drug OD and behavioral risks 2) Communication a) Call ISOS for assistance at any time or when victim is stabilized a) Call buildOn On Call Staff Member immediately after all safety considerations are secured or if time permits they can initiate 3 way call to ISOS b) Inform In Country Director for local support c) If victim is a minor call participants emergency contact in U.S when patient is stable or at a clinic/hospital 2) Documentation a) Log Incident: begin logging incident and continue to log throughout b) Incident Report: when incident is stable, complete Incident Report and send to your Trek Manager within 1 week of return to U.S. 3) Physical and psychological well-being of victim a) Assess physical injuries and respond appropriately. Consider having victim palpate their own potential injuries instead of you doing it. Consider managing head to toe exam by asking the patient questions instead of touching. b) Communicate to the victim both verbally and non-verbally: • We believe you. It is not your fault. We care about you. c) Review possible options with victim. Balance giving information with meeting victim’s needs right now. Victim may wish to tell the story or may wish to just be quiet. Respect victim’s choices but present options when it feels appropriate and while options are all still open (e.g., if victim bathes before there’s been an opportunity for evidence collection, it may reduce future legal options). i) Do they wish to see a doctor right now? Later? Eventually? ii) *If they wish to see a doctor, call ISOS for support. iii) Is there anyone at hand who the victim would like in the room right now? iv) If there is a possibility that the victim may be pregnant? It may be possible to get a “morning after” pill from a doctor v) For HIV/AIDS, there is a prescription antiretroviral medication that may afford significant resistance to infection by the virus. vi) If the victim wishes to keep all legal options open (victims may not wish to decide legal questions immediately following a sexual assault - it may make sense to phrase it in terms of keeping future options open) it is preferable to not bathe prior to administration of a rape kit (may be administered by trained law enforcement or medical professional). Also, all clothing should be preserved and not washed. vii) If the victim does wish to press charges, the sooner the police are called, the better the legal position. Also, bringing the police in does not obligate the victim to press charges in most countries. Besides administering a rape kit, collecting clothing and taking statements, the police may photograph bruises, bites and scratches, etc. as evidence. There should be an advocate for the victim present at all times. The staff person closest to the victim would be the likeliest choice. viii) Would the victim like buildOn to inform their family or anyone else? We should open all channels of communication for the survivor, create privacy and remove barriers. buildOn will cover the costs. If the participant is a minor, the family must be informed. If the victim is not a minor, it is their choice. ix) buildOn will make available to the participant counseling via phone with a professional rape/sexual assault counselor. If the offer is not taken up by the survivor, we will continue to actively make the offer. d) Maintain Confidentiality i) Balance victim’s right to confidentiality with the right of other staff and participants to know information that bears on their safety.

4) Physical and psychological well-being of participant and staff a) Ensure that all staff and participants are in a safe place. (Keep an eye out for unsafe reactions to events, i.e., revenge/vigilante, excessive drinking, etc.) b) Give staff/participants any information they need in order to maintain their personal safety. Do it in such a way that respects the victim’s confidentiality as much as possible. c) Rape and violence often brings up a lot of emotional/psychological issues for many of us. We need to monitor our staff and participants for their reactions and be prepared to respond (to possibly include on site professional debriefing for all staff/participants, phone debriefing for participants and/or staff, a buildOn community meeting to disseminate information, etc.)

5) buildOn Organizational Considerations a) Inform On Call buildOn Staff as soon as all immediate safety considerations are secured. Log Incident: begin a detailed running timeline record of all events. Include when staff became aware of events, all steps taken, names of all relevant persons (including who victim first told, police officers, etc.). b) If appropriate, try to influence the message that staff/participants are giving to their families, the local community, etc. by educating them on the spectrum of constructive/destructive information dissemination. Generally speaking, remind them to respect issues of confidentiality for the victim and recommend that they not engage in speculation, rumors, etc. Sticking to known facts is the least destructive approach. Don’t try to prevent staff and participants from making contact with their families. c) Ask all staff and participants to refer any outside inquiries, i.e., media or other to a designated buildOn Spokesperson.

D. ANAPHYLAXIS PROTOCOL: (From Wilderness First Responder Manual) Anaphylaxis is an allergic reaction that has life-endangering effects on the circulatory and respiratory systems. Anaphylaxis can result from an exposure to a foreign protein injected into the body by stinging and biting insects, snakes, and sea creatures as well as from the ingestion of food, chemicals, and medications. Early recognition and prompt treatment, particularly in a wilderness setting, is essential to preserve life. The onset of symptoms usually follows quickly after an exposure, often within minutes. The signs and symptoms reflect the resulting consequences of generalized vascular dilation, fluid leakage and lower airway constriction. Biphasic or recurrent reactions can occur within 24 hours of the original episode.

In addition to shortness of breath, weakness and dizziness, patients also frequently complain of generalized itching (particularly in the armpits and groin area). Physical findings include rapid heart rate, low blood pressure, and other evidence of shock, upper airway obstruction (stridor) and lower airway obstructions (wheezes) with labored breathing, generalized skin redness, urticarial (hives), and swelling of the mouth and face. Epinephrine should only be administered to patients having symptoms suggestive of acute anaphylaxis, an allergic reaction with systemic components.

Priorities and Procedures 1) Maintaining an open airway, put patient in a position of comfort. Initiate either positive pressure ventilations (PPV) or cardiopulmonary resuscitation (CPR) as indicated by clinical signs. 2) Inject 0.01 mg/kilogram (up to 0.3 mg) of 1:1000 solution of epinephrine* intramuscularly into the lateral aspect of the thigh or deltoid. 3) Repeat injections as soon as every 5 minutes if needed. More than 3 injections are rarely necessary. 4) Administer 25 – 50 mg of diphenhydramine by mouth every 4-6 hours if the patient is awake and can swallow. 5) Consider prednisone 40 – 60 mg / day (or equivalent dose of an oral corticosteroid). 6) Because a biphasic reaction can occur within the subsequent 24 hours, all patients experiencing an anaphylactic reaction should be evacuated to definitive care. Biphasic reactions should be treated in the same manner as the initial reaction, using epinephrine in the same dosage. 7) Consider an advanced life support intercept (ALS) if possible 8) Arrange for transport to hospital 9) The patient should remain out of the field for at least 24 hours and may not return without the examining healthcare professional’s approval.

* There is 1mg of epinephrine in 1 mL of epinephrine 1/1000; there are 0.3 mg in 0.3 mL of 1/1000. Preloaded commercially available autoinjectors deliver either 0.3 mg (standard adult dose) or 0.15 mg (standard pediatric dose). If the person weighs less than 66 lbs (30 kg), the doses are: epinephrine is 0.01 mg/kg; diphenhydramine is 1mg/kg; and prednisone is 1 - 2mg/kg. When using lbs, multiply the weight times 0.45 to get the weight/mass in kilograms.

Communication a) Call ISOS for assistance at any time or when patient is stabilized b) Call buildOn On Call staff when patient is stable or if time permits to initiate 3 way call to ISOS c) Inform IP Country Director for local support d) Call participants emergency contact in U.S when patient is stable or at a clinic/hospital

Documentation a) Log Incident: begin a detailed running timeline record of all events b) Incident Report: when incident is stable, complete Incident Report and send to your Trek Manager within 1 week of return to U.S.

E. SEVERE ASTHMA PROTOCOL: (From Wilderness First Responder Manual) Asthma is a chronic inflammatory disease of the airways that results in frequent hospital admissions. Fatalities occur each year. Every patient with asthma is at risk for a severe, acute exacerbation that requires aggressive management. Early recognition and prompt treatment, particularly in the wilderness setting may be essential to preserve life.

Priorities and Procedures: BLS ASSESSMENT AND TREATMENT FOR SEVERE ASTHMA Patients in respiratory distress from asthma who are not responding to their medications are at risk of further deterioration. In addition to anxiety, they may exhibit any of the following: • Shortness of breath with prolonged exhalation and wheezing • Tachycardia (>100) • Inability to speak in sentences • Sweaty • Inability or reluctance to lie down • Further deterioration in mental state (e.g., confused, combative, drowsy)

If respiratory distress persists or worsens despite the use of a rescue inhaler or if one is not available or functioning properly, proceed to the following:

1) While offering reassurance, have the patient assume a position of comfort 2) Start supplemental oxygen if available: 4-6L/min by nasal cannula or 10-15 L/min with a NRM (nonrebreather mask). 3) Inject 0.01 mg/kilogram (up to 0.3 mg) of 1:1000 solution of epinephrine* intramuscularly into the lateral aspect of the thigh or deltoid. 4) Repeat injections as soon as every 5 minutes if needed. More than 3 injections are rarely necessary. 5) Administer prednisone at 40 - 60 mg (or equivalent dose of an oral corticosteroid). 6) Initiate PPV if breathing becomes ineffective (e.g., gasping or shallow respirations). Maintain a rate of 10-12 breaths per minute. 7) Once able to do so, have the patient self-administer 6-10 puffs from the MDI. This may be repeated every 20 minutes for a total of three doses. 8) Consider an advanced life support intercept (ALS), if possible.

* There is 1mg of epinephrine in 1 mL of epinephrine 1/1000; there are 0.3 mg in 0.3 mL of 1/1000. Preloaded commercially available autoinjectors deliver either 0.3 mg (standard adult dose) or 0.15 mg (standard pediatric dose).

If the person weighs less than 66 lbs (30 kg), the doses are: epinephrine is 0.01 mg/kg; prednisone is 1 - 2mg/kg. When using lbs, multiply the weight times 0.45 to get the weight/mass in kilograms. Field Protocols for Staff Manual ©2012, Wilderness Medical Associates ® rev. 05.15.2012

Communication a) Call ISOS for assistance at any time or when patient is stabilized b) Call buildOn On Call staff when patient is stable or if time permits to initiate 3 way call to ISOS c) Inform IP Country Director for local support d) Call participants emergency contact in U.S when patient is stable or at a clinic/hospital Documentation a) Log Incident: begin a detailed running timeline record of all events b) Incident Report: when incident is stable, complete Incident Report and send to your Trek Manager within 1 week of return to U.S.

F. RABIES PROTOCOL Rabies is a preventable viral disease of mammals most often transmitted through a deep bite or scratch by a rabid animal. Transmission can also occur when infectious material, usually saliva, comes into direct contact with human mucosa or fresh skin wounds. Dogs are the main host and transmitters of rabies. The rabies virus infects the central nervous system, ultimately causing disease in the brain and death.

Priorities and Procedures: 1) Immediately Clean Wound: Removing the rabies virus at the site of the infection by chemical or physical means is an effective means of protection. Thoroughly flush and wash the wound for a minimum of 15 minutes with soap and water, detergent, or povidone iodine. 2) Communication a) Call ISOS for assistance at any time or when wound is cleaned; they will help you assess the exposure and determine next steps. b) Call buildOn On Call staff when patient is stable or if time permits to initiate 3 way call to ISOS c) Inform IP Country Director for local support d) Call participants emergency contact in U.S 3) Documentation a) Log Incident: begin a detailed running timeline record of all events b) Incident Report: when incident is stable, complete Incident Report and send to your Trek Manager within 1 week of return to U.S.

G. VEHICLE ACCIDENT WITH INJURIES PROTOCOL 1) Utilize Wilderness First Responder Patient Assessment System a) Make sure scene is safe: secure participants in a safe area b) Treat injuries c) Document injuries via soap notes 2) Communication a) Call local 911 b) Call local police c) Call ISOS for assistance at any time or when patient/s is/are stabilized d) Call buildOn On Call staff when patient is stable or if time permits to initiate 3 way call to ISOS e) Inform IP Country Director for local support f) Call participants emergency contact in U.S when patient is stable or at a clinic/hospital 3) Documentation a) Log Incident i) Begin a detailed running timeline record of all events ii) Take photos iii) Do not move vehicles or evidence if possible b) Incident Report i) When incident is stable, complete Incident Report ii) Send Incident Report to your Trek Manager within 1 week of return to U.S.

H. POLITICAL, SECURITY OR NATURAL DISASTER EVACUATION PROTOCOL Communication & Assistance a) Call ISOS for assistance at any time for support. ISOS will guide you through the situation and assist with all logistics of your evacuation. b) Call U.S Embassy. They will assist you with up to date information as well as evacuation and medical information. c) Call buildOn On Call Staff ASAP to initiate 3 way call to ISOS and/or Embassy d) Inform IP Country Director (Or local On Call Staff) for local support e) Coordinate participant calls home when appropriate Documentation c) Log Incident: begin a detailed running timeline record of all events d) Incident Report i) When incident is stable, complete Incident Report ii) Send Incident Report to your Trek Manager within 1 week of return to U.S.

Appendix G: Trek Covenants buildOn US Trek Covenant (Service Learning Treks) buildOn’s Trek program is a unique opportunity to work in solidarity with community members to help them change their lives and the lives of future generations by building a school. It is also an opportunity to push yourself outside of your comfort zone. Trek is not for everyone. There are many Trek applicants each year and just a small number of Trek spots. You have been chosen because we believe in you. We know that you are ready for this experience. We know this because of the community service you have already done, something insightful you wrote in your application, something wise you told us in the interview, or because a teacher has seen you demonstrate your potential in another way. Our expectations of you are high. Before we embark on this journey together, we would like you to review what is expected of you. If you agree, please sign below.

Volunteer Commitment • Work in solidarity with local community members who are committing to help change their lives, and the lives of future generations, in the construction of a school. Each day for four hours, Trek volunteers are expected to physically help build the school. • Motivate others to join the movement by completing at least 8 presentations in your school or larger community upon returning to the US. • Actively attend all three Pre Trek Workshops (as well as the Post Trek Workshop). Read the Trek Guide and complete all homework assignments including a presentation to the team. • Obtain a valid Passport and all necessary immunizations before departure to the host country. • Respect, communicate, and follow the directions of buildOn Staff. • Participate in all aspects of the exchange: physically assist in construction of the school live with the community members; eat the local foods; interact with the community; support Trek teammates; and respect the local culture and people. • Be a strong, supportive member of the team by participating in reflections, lifting up teammates when they are down, and respecting the local community

Trek Team Member Signature Date

Trek Volunteer Covenant (Partner Treks) buildOn’s Trek program is a unique opportunity to work in solidarity with community members to help them change their lives and the lives of future generations by building a school. buildOn commits to helping you make these meaningful, deep, and genuine connections. buildOn takes this commitment very seriously because we understand the power of connecting people across cultural, geographical, and economic boundaries. We also understand the damage which can be done by typical “voluntourism” interactions. Trek is not for everyone. It is for those who are ready to dig deep, step outside their comfort zones, and help change the world. Are you ready for a life changing experience? If you are, please review and sign.

Volunteer Commitment • Work in solidarity with local community members who are committing to help change their lives, and the lives of future generations, in the construction of a school. Each day for about four hours, Trek volunteers are expected to physically help build the school. • Help buildOn sustainably develop the community by adhering to the gift policy (outlined in the Trek Guide) and participating in all activities which allow the community members to share their own culture • Take responsibility for your own safety by adhering to Trek Guidelines for Responsible Travel and not engaging in prohibited activities (as outlined in the Trek Guide) • Actively attend an Information Session and a Pre Trek Workshop • Complete all necessary paperwork 45 days prior to travel, and communicate in advance any potential health concerns • Purchase International flights to arrive/depart to/from the buildOn country at the dates/times designated by buildOn. • Obtain valid passports, necessary immunizations, and visas prior to departure • Share your experience when you return to you home country. Showcase the power of sustainable development, your strong connection with the host village, and the power of education to change lives!

Trek Volunteer Signature Date