Resiliency for Life

Resiliency for Life provides its students and families with a comprehensive range of academic and social support services that together help to eliminate the obstacles to achievement.

Academic Tracking and Monitoring

Resiliency staff provide close coordination with Framingham High School teachers regarding academic matters. Resiliency coordinators work with school staff to gather information about each student’s classwork and academic progress. Students are reminded daily about upcoming projects, exams, or papers, and missing work is posted so that students can see what they owe teachers. Coordinators assure that all academic work is completed according to teacher expectations.

Progress Reports

Every two weeks, the teachers working with Resiliency students complete a one-page progress report detailing the student’s effort, behavior, current grade, upcoming assignments, and missing work. This information assists Resiliency coordinators in holding students accountable for specific missing assignments. The missing work is posted on the Missing Work List, and students with assignments on the list are required to stay after school until the work is completed. Progress Reports are distributed to parents at the twice-monthly Parent Information Meetings.

Tutoring

Four Resiliency teachers are available during directed study and after school to help students on homework, class projects, research papers, and tests. In addition, the program employs two science tutors to answer questions related to chemistry or physics. Students can study in one of two Resiliency classrooms, and 10 Dell computers are available for schoolwork as well.

After-school Program

The After-school Program is run 4 days per week from 2-5pm. Tutors are available to help students prepare for tests or complete assignments. Homework can be checked, and students have access to computers to complete papers or research on the internet. Students also use this time to report to Resiliency staff which assignments of theirs have been completed. Many students stay after school even when it is not required, finding community, support, and a quiet place to work.

SAT/MCAS Preparation Classes

In response to the fact that many of our students do not possess sufficient test- taking skills for standardized tests, Resiliency requires that its sophomores enroll in the RFL MCAS Prep Class, and that juniors enroll in the SAT Prep Class-both offered during the spring semester.  Taught by certified RFL teachers, these review classes make sure that Resiliency students are as prepared as possible for these critical assessments.  As a result of these classes,  Resiliency students have not failed the MCAS exam, and juniors have approached the SATs with a clearer picture of what to expect.

College Prep Classes

In 2008, 9 out of 10 Resiliency seniors gained admission to college-an event almost unthinkable for many of these students nearly 2 years ago.  This is due in large part to the efforts of the RFL College Prep class run by Resiliency staff.  This mandatory class for seniors introduces them to the college application process, and walks them through the requirements one step at a time.  For the students whose parents did not attend college, this class is invaluable in providing direction.  Students are taken on college tours by RFL staff and helped with defining their interests and goals.  College applications and essays are reviewed by Resiliency staff.

Community Service

Community service has value because it informs us about the needs in our   neighborhood and provides an opportunity to act.  At Resiliency, we believe that the community has been generous to the program financially and in kind, and by participating in community service we show our appreciation.  Each student in Resiliency is required to complete 10 hours of community service every year.  Throughout the year, Resiliency offers opportunities to give back, such as stocking shelves at a food pantry to tutoring at the local boys and girls club.  Students each year sign up to raise money for the Walk for Hunger and the Relay for Life.  We estimate that Resiliency students completed over 650 hours of community service in 2008.

Parent Information Meetings

Resiliency demands accountability from both students and parents (or guardians).  Twice monthly, parents are expected to attend the Parent Information Meetings from 5:45-7:30pn.  To accommodate parents and improve attendance, Resiliency provides a hot dinner and child-care.  During these meetings, parents are presented with their child’s progress reports from all of their teachers, and Resiliency staff is available to answer questions about the reports.  In addition, a topic related to raising a teenager is presented by an expert from the community.  These meetings have been successful in improving parents’ sense of empowerment and the quality of communication they have with their children.

Clinical Intervention

Resiliency for Life has partnered with Advocates, Inc., a large human service agency, to provide in-school counseling services to selected students enrolled in the program.  These students receive therapy services during study periods or at lunch-time.  The clinician from Advocates also co-leads educational groups for students once per cycle (every 7 days).  These groups help students to develop appropriate responses to challenges faced by teens today and to practice decision making skills.

Leadership Retreats

Each year, four overnight retreats are required of Resiliency students.  They focus on group bonding and community building.  Whether the students are whitewater rafting in Maine or jumping from the Zip Line 75 feet above the ground at Project Adventure, students are encouraged to challenge themselves beyond their personal comfort zones by learning how to plan, problem solve, tolerate frustration, and communicate effectively.  Past trips have taken students to Project Adventure in Beverly, MA., to use the high ropes elements, or to Killington, Vermont to try skiing or snowboarding.  We have also toured Fenway Park and eaten dinner at Faneuil Hall.  We believe that retreats have a direct impact on students’ classroom behaviors: students show a decrease in anti-social behavior, classroom disruptions, and are more willing to follow teacher instructions.