Resiliency for Life

Mission and Philosophy

Resiliency for Life is a voluntary intervention and prevention program that develops skills and confidence in students experiencing social difficulties and who are at risk of academic failure.

The underlying philosophy of the Resiliency for Life program is that all students can succeed given adequate support. Students in the program have demonstrated year after year that high expectations combined with strict rules that are clearly communicated by caring adults can have positive results. We communicate to our students that what we do is important, that we know our students can do it, and that we will not give up on them.

Resiliency for Life is a program within Framingham High School in Framingham, MA.

Program Goals

The Resiliency program aims to achieve the following goals every day of each school year:

0. To make significant gains in closing the achievement gap for the students we serve and to promote academic success regardless of one’s demographic profile.
0. To keep students in a full schedule of regular mainstream classes with additional support classes in Health/PE, MCAS, SAT, and college preparation.
0. To develop personal responsibility and positive behavior.
0. To actively engage parents guardians in their child’s learning process.
0. To create a community atmosphere where students develop self-confidence and trust in one another.
0. To extend learning beyond the classroom through community service activities.
0. To enroll all graduating seniors in colleges, universities, and post-graduate programs.

History

The Resiliency for Life (RFL) program was founded at Framingham High School in 1999 with the primary goal of providing high school students at risk of academic failure with the guidance and support systems they needed to succeed. While working within the high school, founders Omari Walker, Paul Marshall, and Charlie Sposato recognized the need for a program in which high school students could receive the social, psychological, and academic support necessary to stay enrolled in mainstream classes. Resiliency for Life quickly earned widespread accolades within the Framingham High School and from the Framingham community.

Resiliency began with 1 staff member, 15 students, and no financial assistance from the Framingham School District. Over the years, the program has grown to 5 full-time staff providing services to 70 students with a budget largely supported by private charitable giving. The Framingham school district, realizing the need and effectiveness of the Resiliency program, now contributes 30% of the operating budget.

Resiliency for Life has developed into a comprehensive academic support system, offering tracking and monitoring of school work, an after-school program, counseling, leadership retreats four times annually, tutoring, SAT and MCAS prep classes, college admissions support, and community service opportunities. There is always a staff member within the program ready to assist a student with any issue.

Resiliency for Life is unique among its peer group of alternative education programs across the state for many reasons. To begin, Resiliency is a voluntary program. This assures buy-in from the student right from the start. Resiliency students attend their mainstream classes except for selected pullout classes throughout the year. This affords students the opportunity to experience the full range of courses and electives that a large high school has to offer.

 The program relies heavily on private funding to cover the cost of staff salaries and program services, though the Framingham School district provides a substantial contribution. This arrangement allows the program a degree of flexibility in managing its finances and responding effectively to student needs. Resiliency tracks student progress quarterly and develops plans and guidelines to promote student success.

Lastly, the program expects parent attendance every two weeks at the Parent Information Meetings. These meetings provide information regarding adolescent issues to parents who might feel disengaged and helpless as they watch their child struggle with school.