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Pilares de Esperanza Language and Vocational Institute is a residential school designed for young adults, ages 13-17 and 18 years and older, who are seeking greater hope for success in their lives while exploring their new found independence in a safe environment with high standards. The students themselves set the standard by signing the school honor code and agreeing to abide by its precepts, which they themselves, through the student government association, establish in consultation with the faculty, staff and administration. Although very capable, these students and their families typically struggle to meet the various challenges in their home, where the distractions of the life and environment around them make already difficult choices even more difficult in school and the community.
Pilares de Esperanza of Costa Rica offers these students an opportunity to gain advanced proficiency in Spanish as a foreign language, required for admission to most four year public and private institutions of higher learning. Students have an opportunity to complete up to four courses of High School Spanish. Most students accomplish this in 4-6 months while being immersed in the Costa Rican culture. Students who complete the language program are able to demonstrate proficiency at the intermediate to advanced levels according to National Standards of foreign language. Also inherent in the Pilares de Esperanza experience is an opportunity gain a deeper appreciation of the environment as all students and staff participate in our environmental service program to beautify and maintain the school grounds and numerous wildlife that live in the vicinity. Foremost to the curriculum offered at Pilares de Esperanza is the emphasis on developing communication skills and successful habits to establish working relationships with family, friends and the community that are designed to replace former non-working, counter productive, and self-defeating ones.
The keys to developing this personal growth and emotional development are confronting, self correcting, and redirecting inappropriate behavior. At the school, appropriate behavior is reinforced and rewarded. The Hope Credit system, a point system is used requiring each student to earn advanced status and privileges through a level system. The entire process is designed to enable students to graduate the final level in approximately 12 months.
Soon after initial enrollment at Pilares de Esperanza, students attend the monthly Orientation Seminar and meet with their "Orientador," or school counselor, to assist them in the design of their Personal Orientation Plan for Success. All counselors have a background and the skills to do high school counseling.
Communication is both essential and challenging, especially in the beginning for both students and parents alike; particularly in underdeveloped rural areas like Cascajal, a local precinct of Orotina near the Pacific Coast of Costa Rica. Phone lines on land are limited but every effort is made to facilitate contact with the school through the use of cell phones as needed. Essential phone numbers are provided in the Parent Manual. However, these challenges present an opportunity to grow in one�s ability to communicate without the interference of vocal tones, raised voices, and negative body language that often causes contention in the home and presents an essential part of the success experienced at our institution. The age old adage �absence makes the heart grow fonder� is a true axiom for students and their families alike at PHA. The student counselor will work closely with the student�s parents or guardians to communicate the student�s progress throughout their stay at Pilares de Esperanza. The counselor schedules monthly phone calls with all students and their parents that increase in time and frequency as the students progress in their Personal Orientation Plan. Students are encouraged to write home electronically once per week and to correspond through standard mail as often as they desire, but at least once a week. All letters sent home are sent directly to the Parents, who may then forward them to whomever they wish according to their Parent-Child agreements.
As students work to complete their Orientation Plan, they will be required to attend six seminars, named for their achieved level:
1. Classical Status
2. Enlightenment Status
3. Renaissance Status
4. Neoclassical Status
5. Impressionist Status
6. Magical realist Status
7. Hope Graduate Status
In addition to seminar attendance, students meet regularly with their counselor, both individually and in group settings. The students work on specific issues such as: accountability, honesty, integrity, trust, choices, responsibility, anger and self-esteem. Parents are also invited to participate in a seminar process with their children by attending four Parent-Child Conferences scheduled at the school throughout the year.
The school also has an extremely progressive academic program. The curriculum is individualized and competency based, allowing students to work at their own pace and thereby maximize their individual learning process. Students are not held back by other teens in the class, lesson plans, teachers' schedules, course offerings, or class availability. The students are tutored by teachers and in some cases, it is possible to complete courses on an accelerated basis. Each student is assessed upon admission and then assisted in designing their specific course of study leading to a high school diploma.
On and off campus activities provide a proper balance of recreation, exercise, learning and social opportunities. Initially, all activities are on campus. On campus activities include weekly dances, a challenging par-3 golf course, swimming, soccer, football, basketball, volleyball, table tennis, weight lifting, a 100 meter walk/jog track, a weight and exercise room, a movie room, and a local favorite �papi futbol� and basketball area. students may choose to participate in the equestrian program, the school�s yachting and oceanography program or numerous other off-campus activities that Costa Rica offers. The off campus activities include local service activities with the Orotina community and surrounding areas, sight-seeing, water sports, surfing (bring your own board), snorkeling, Ocean yacht cruises, canopy tours, beach outings, and cultural events such as horse parades, the Orotina Festival of Fruits, the Puntarenas Carnival for the Virgin of the Sea, etc., all within a 30 minute drive of the school facility. The school's setting is well suited for a rich variety of cultural activities.
Culture Shock
Students and parents should understand that studying in a foreign country creates certain challenges. Learning to live and thrive with these challenges strengthens each individual who has had the opportunity to spend significant time abroad. Local customs in any place foreign to one�s home environment make adjustment a difficult venture. A healthy attitude of understanding that things are necessarily �different�, rather than bad, while living in any foreign culture, will greatly enhance the student�s adaptation to the new environment and overcome the infamous �culture shock� experienced by all as they become immersed in a new culture and language. This greater appreciation and tolerance of different cultures and peoples offers a tremendous advantage to students and enables them to gain a greater appreciation for their �home� and the benefits they enjoy there. There are two important axioms that ease the effects of culture shock:
1. Remember that �Home is where you are� and you will be much happier in life.
2. We are all different, we do things differently, we say things differently, we look different, different is OK, but remember� ultimately we are the same.
Courtship and Dating Workshops
These entertaining workshops are designed so that they can be repeated throughout the student�s stay at Pilares de Esperanza Institute. They are 1-2 hour fun workshops built to examine male-female interaction between young adults to better prepare them for healthy relationships in the future. Courtship and marriage is discussed as a developmental process that requires specific preparation and maturity. Chivalry is alive and well among Pilares de Esperanza Graduates. Experiential learning techniques in communicating with the opposite sex are utilized as well as ballroom dance techniques (the proper way to hold your partner on the dance floor), Traditional Latin Dance classes, and dating ideas and etiquette to orient students to acceptable standards and behavior with the opposite sex.
Activities
Pilares de Esperanza was built to offer a variety of activities in which students might participate. A challenging par-3 golf course is available (golf clubs are not provided). Other sports and activities such as fishing, basketball, soccer, softball, volleyball, weightlifting, horseshoe pitching, ultimate Frisbee, etc., are available during P.E. and free time according to student interest and the availability of chaperones. Activities sponsored on campus are built into the standard tuition and fees cost published during the student�s admission process. In addition the monthly activities fee is built in to provide on or off campus activities to the students that vary in cost. This fee covers the cost of transportation and entry fee for one off-campus activity per month that may vary from canopy tours, Concerts, Museum trips, or movies in San Jose, Tortuga Island Cruise, Picnics on the beach, horseback riding, local hiking tours, Manuel Antonio National Park tour, or others depending on availability, interest, and cost of each activity. Personal accounts are not kept and costs include transportation and chaperones for all activities.
Weekly dances on Saturday nights form an integral and unique part of the Pilares de Esperanza experience. Latin Rhythms line dancing, and contemporary music serve as a background for a rich variety of culture and sounds with which to dance and associate with friends. Chaperones are available at all activities to ensure that appropriate interaction takes place between students. Students are required to wear activity shirts to all off campus activities. Students also understand that they are good-will ambassadors not only for Pilares de Esperanza but for their country and home of origin. As such, students are expected to behave in their most gentlemanly or lady-like manners. Any actions to the contrary may result in forfeiting the opportunity to participate in future activities and possibly expulsion from the Institute.
Interested students may also participate in our environment and animal care program on campus. A variety of wildlife share the campus including white-tail deer, macaws, parrots, and other species can be found throughout the day. Many of these animals have become friendly and respond favorably to student contact and attention. Animals are fed twice daily�in the mornings and afternoons. Bird watching provides an interesting hobby for some with a tremendous variety of species that can be observed throughout the day.
With the approval of parents and at additional costs, students may opt to participate in extended cruises or excursions to Guanacaste, Nicaragua, Coco Island, or other sites as made available throughout the year. These excursions are planned and available according to minimum and maximum participation requirements. The price will include chaperones, all meals and transportation to and from each location. Speak to your school counselor for more information.
Although many activities are available to interested students, the faculty and staff of Pilares de Esperanza place foremost attention on academics. For this reason, students who are on academic probation for any reason are not likely to be invited to participate in off-campus activities.
ACADEMICS
Students and their sponsors understand that education and academics are key to their future success at Pilares de Esperanza and in their adult lives. Pilares de Esperanza Institute places a high regard on the students Personal Orientation Plan for Success (POPS). The POPS is an individualized plan built by the student and his/her school counselor to complete studies leading to high school graduation. This plan involves the full development of the student in several aspects to assist in bringing a healthy balance in the student�s life. It includes a look at one�s life spiritually, mentally, and morally as well as assisting the student to set life standards that promise to bring hope for greater happiness and success.
Depending on the student�s interests, needs, and ability, courses will be selected to fulfill these goals. Pilares de Esperanza Institute is a college preparatory institution designed to motivate and prepare students to begin and continue their studies at Higher Institutions of Learning (HIL) of their choice. Students are encouraged to take SAT or ACT preparation courses as electives to improve their chances of being admitted to the colleges best suited to their personal interests.
All courses are self-paced and individually oriented to accommodate each student�s POPS. High standards are set that require a score of 80% or higher on all papers, tests, or homework, to move on to the next chapter, subject, or course in sequence.
Special emphasis is placed on Spanish language acquisition. Most colleges and Universities require some formal study of a foreign language in order to graduate the institution. A growing world economy and market makes the acquisition of a foreign languages crucial to one�s success in today�s market. All students, according to their various experience and ability will be placed in our Spanish immersion language experience. Students are asked to meet the challenge of speaking their target language in order to gain the confidence necessary to use the language in daily settings. This is at first a difficult and challenging experience. Students are encouraged to not lose hope with the knowledge that persistence will pay off in the end. The Speak Your Language (SYL) program is a language immersion program based on a series of rewards and merits designed to accelerate the acquisition of a foreign language. Students are encouraged to ask questions in the target language by using words like �How do you say (�C�mo se dice)�? What does � mean? (�Que quiere decir �?), and so forth. Advanced students, faculty and staff are asked to stay as much as possible in the target language with their communication with the students to facilitate the learning of the new language.
STUDENT LIFE
The Success Program at Pilares de Esperanza Institute is designed with the 18 year old and older students in mind. As adults, Pilares students deserve and receive the respect to which all youth aspire. Although it is true that standards are held high for our students, students enjoy the freedom to choose from among the many activities and extracurricular activities and programs that Pilares de Esperanza has to offer. One-half hour breaks are planned between each of four periods lasting 1 � hours a day. One of the periods is selected by the student as a PE/Activity period.
Living arrangements are purposely planned to provide a dormitory experience with up to 32 students in a standard dormitory with four full private bathrooms that are shared among all the students. Although requests for bunk assignments are considered, all students are assigned specific bunks and areas to keep their belongings. All students are assigned as Hope Buddies throughout their stay at the school and are asked to remain with their assigned partners throughout their leisure activities.
All students are expected to groom themselves in modest and traditional ways. Extreme makeup, haircuts or fashions are not allowed. Only natural colors are allowed for the girls, who are allowed to curl their hair as time permits. Boys must keep their hair cut above the neck, tapered, and no longer than two inches in length. Hair gel or spray (non-aerosol) may be used in moderate amounts. Side burns are not allowed below the bottom of the ear. All males must be clean-shaven.
Students are asked to respect silent periods called to enable order when needed. They may raise their hand and wait to be recognized as is customary. Speaking in low voices and tones is acceptable in the cafeteria during eating times, except for when moments of silence are requested for a variety of reasons. During school hours, students are asked to remain silent except to ask questions in an orderly manner, to enable other students to concentrate on their varied subjects. Specified areas are designated for teacher/tutorial help. Students must sign up daily for teacher help as needed. As is customary throughout Costa Rica in public and private institutions, students must wear the designated uniform during school and PE hours. During all other times, students must dress according to the written dress codes established by the Student Council under the advisement of the administration. Activity shirts must be worn during all off-campus activities.
An integral part of each student�s progress will be measured through our HOPE credit system for character enhancement to teach personal accountability and social responsibility. This system involves a system of rewards, privileges, and merits to help each student fulfill requirements to achieve the various levels of accomplishment during their stay at Pilares de Esperanza Institute. This system is outlined in detail in the student manual. Because school time and many activities are co-educational, students must maintain the highest respect for all members of the opposite sex. Any disrespect of the opposite sex is considered a serious infraction of the rules. Of course students are expected to respect all of their classmates, staff, and faculty regardless of their gender or differences. Other rude acts and rule violations are frowned upon and students are asked to self correct these behaviors according to the school�s published practices and policies found in the student manual.
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