Now that gradebooks are open, we acknowledge that it can be unsettling to see grades lower than those earned in middle school. It is important to find a balance between worry and wisdom when talking to students so that they imagine their role in a bright future. If we can communicate that obstacles often afford unique opportunities, then they will be able to navigate life’s realities believing that they are capable of thriving in even the most difficult circumstances.

You are families who value education and feel hope for the future, that is the message you sent to your student when you enrolled him/her at Bishop Guertin. The Cardinal Steps for Success program is intended to promote that same message: An excellent education is hard but worth it in the long run. We believe the skills help students create and sustain an internal dialogue that builds resilience, promotes resourcefulness, and fosters respect and gratitude.

Please do not hesitate to contact us, your student’s advisor, teachers, or counselor if you have any questions.

Respectfully,

Tyler Christiansen ’17 & Liz Daly

Cardinal Steps for Success Coordinators

Students can aspire to...

 
1  ...understand the relevance of school work both inside and outside of class. For example: A student can identify how the skills being developed have value to his growth as a student, as a professional, and as a person, providing more motivation to plan effectively for the work’s completion. Helpful tools include the BG agenda and MyBG.

2 ...see the whole picture as well as its parts. For example: Students often underestimate the time it might take to complete a larger project because they don’t fully grasp the end goal and/or the steps to get there. A student may improve her time management if she asks clarifying questions and then maps out how the parts clearly lead to the whole. If a student struggles with long-term assignments, she might plan backwards by putting the due date in her agenda and setting up smaller due dates to which she holds herself accountable in order to help her finish the task on time.

3  ...know both their strengths and weaknesses by reflecting on what works and what doesn’t and making changes accordingly. For example: Students who read over teacher comments and suggestions before tackling the next assignment and make adjustments to their work according to those directives, tend to feel they have control over their progress and thus make the connection between the quality of their work and the subsequent grades.