May 14, 2024 • 30 mins
Ever wonder what it's like to shape the future, one student at a time? Krisi Lain and Rick Larson, seasoned school counselors from the St. Cloud Area School District, join us to weave a tale of their life's work. Their stories capture the heart of education and the art of guiding young minds through the labyrinth of academic and social challenges. Their conversation is a treasure trove of wisdom for any educator, shedding light on the pivotal roles counselors play within the school ecosystem.
High school graduations are more than just a ceremony. This episode takes you behind the scenes, revealing the emotional weight of milestones, and the jubilation that comes when barriers are broken, especially for those stepping across the stage as the first in their family. From impromptu graduation dancing to their educational experiences, Krisi and Rick discuss the challenges and rewards of their careers, offering heartfelt advice for those walking the path of education. Their reflections on the evolving nature of schools serve as a reminder of the unwavering commitment required to support a diverse student body. Join us for an episode that celebrates the journey, honors the educators, and inspires the next generation of school counselors.
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Episode Transcript
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Speaker 1 (00:00):
The 742 CoffeeCast is your ultimate destination for
insightful conversations,thought-provoking ideas and
innovative strategies in StCloud Area School District.
Your host is Director ofCommunity Engagement and
Communications, tammy DeLand.
Grab a cup of coffee and joinus.
Hello and welcome to CoffeeCast.
(00:26):
I'm so excited you're both heretoday.
We have Chrissy Lane and RickLarson, who are veteran school
counselors Extraordinary, Imight say, and I'm just going to
let each of you introduceyourselves and talk about, like,
how long you've been in thedistrict.
You've been doing this work andkind of riding the 742 waves.
Speaker 3 (00:52):
You're the most veteran.
Oh my gosh.
Speaker 2 (00:55):
And I think veteran is another word for old.
So, yes, that is true, notquite, not quite.
Yeah Well, I've been in thedistrict about 35 years.
In fact, this is my last year Iam actually retiring, but I
started back out in 1989 at ALC.
(01:15):
I was there for 10 years andthen I have been at Tech ever
since, which is where I met youExactly, I know.
I know Such good friendships.
That's it.
Speaker 3 (01:25):
And I so for myself.
This was my first schoolcounseling job, apollo.
Wow, I got the job in 1999 as Iwas finishing up my master's at
St Cloud State, and I have beenthere ever since.
So yeah, 25 years going atApollo High School and it's
unbelievable.
It doesn't seem like that long.
(01:45):
So yeah, 25 years going atApollo High School and it's
unbelievable.
It doesn't seem like that long.
But then you think about allthe people that have come and
gone and staff and all thosekinds of things, all those
graduates.
Yeah, it's pretty amazing, yeah,and have 20-year-old reunion
(02:05):
classes.
I've had this the last coupleof years Like, hey, what would
you think about coming to our?
And it's like what yougraduated 20 years ago.
Speaker 1 (02:13):
It's a little humbling, isn't it Rick?
Speaker 3 (02:15):
It's very humbling, and I need more things to make
me humble.
Speaker 1 (02:21):
Bring you a lot.
There's that, so your entirecareer at Apollo.
Speaker 3 (02:25):
Yes.
Speaker 1 (02:25):
Amazing.
Speaker 2 (02:33):
And so did you.
Did I miss this?
Speaker 1 (02:34):
How many years at ALC and then how many at tech, 10
at ALC, and then 25 at techAmazing, and I tell you I loved
all both places.
Speaker 2 (02:39):
They were just amazing and taught me so much.
You guys are amazing.
Speaker 1 (02:43):
Okay, now, the first thing I want to talk about may
seem like what.
You're going to wonder why I'masking this question, but the
question is what does a schoolcounselor do?
Believe it or not?
People wonder.
Speaker 3 (02:59):
Exactly what our program trained us to do, right,
Chrissy.
Exactly what the master'sprogram, those classes, Well
maybe not, maybe not.
Speaker 2 (03:10):
I think a better thing to say is what does a
school counselor not do?
And that, I think, is what isso fun about our job is just all
the different duties and beingable to see kids in so many
different lights, I think, fromacademic to college and career,
(03:32):
to social, emotional.
Speaker 1 (03:33):
Maybe a better question is what's your average
day look like?
What do you do in a day?
Speaker 3 (03:38):
When I first got into it and Tony Back is a great
mentor for me when I first gotto Apollo and she just retired
not too long ago.
But she told me right away atthe high school level you wear
so many hats.
At first I'm like I don't knowwhat that means.
But then I was like, oh OK, Iget it.
There's never a typical day,there's a typical time of year,
(03:59):
quite a bit, because it justdepends like the start of the
year.
It's all about scheduling, it'sall about getting kids
orientated, it's all all thosekinds of things.
Then there's testing season.
That gets in there and you knowwhat's going to be happening
when, when that's happening inyour time.
But you, you just really younever know what's going to be
coming to your door or whatyou're going to see in the
hallway or whatever, and whatteachers are referring a student
(04:23):
down for whatever's going onthat day.
It's just, it's awesome.
But sometimes I like to plan aday to where it's like this is
what I want to get done today.
Right, how's that work out foryou?
Once in a while it happens thatway.
But no, you just need withwhere, where the needs are, and
(04:46):
that's kind of what happens.
Speaker 2 (04:48):
Yeah, that's a.
That's a great way to put itbecause, again, we have our
duties and then we have what theneeds are of that day with
those students.
And I think counselors areunique because, yes, we're part
of the teacher bargaining unitand such, and yet the teachers
(05:08):
sometimes see us as aligningmore with administration.
So I think we're really butwe're not exactly, but I but I
think we're like a liaisonbetween teachers, between
administrators, between teachersbetween administrators.
We work so closely with parents, with students, with community
(05:35):
members.
Speaker 1 (05:35):
I just think it's such a unique role that I think
is so different than others.
I'll lead you a little bit onthis one.
I know that I've hadconversations before, talking
with parents, for example,describing what you're doing,
mentioning scheduling of classes, like shocks some people what
that's what a guidance counselordoes there, and the answer is
(05:58):
yes.
What you said, chrissy, all ofthe above, it is responding to
the immediate need of the kid ona given day, as well as, oh,
you have to graduate from highschool.
It's all of those things, and Ithink that's what's really
important for listeners is toget a good idea of just how both
wide and deep those job dutiesare.
(06:21):
And, rick, you mentioned a lotof it is seasonal.
So hey, it's May.
Speaker 3 (06:27):
What's going on?
Oh my, nothing really.
I'm kind of bored.
Kind of bored with May.
Right, it's such an excitingtime in May.
There's a lot of things going onof course, with the right now,
the present day, and gettingthese seniors where they need to
be and finishing strong.
But we also have one foot intonext year too, because we're
(06:49):
doing a lot of figuring outschedules for next year how that
master's going to work, gettingnew students enrolled and just
looking at, okay, how's thisgoing to be, having orientation
nights going on and meeting withthose eighth grade families,
and that kind of stuff.
So, and AP testing is going onright now.
So there's a good couple ofweeks of that Scholarship
(07:10):
program.
How about the scholarship andawards night at both schools,
which for me, I am so gratefulthat I get to have that as one
of my duties, because everycounselor we split it up too
there's ones in charge of thescholarship night, one's in
charge of act teacher, one's incharge of ap testing, and sure
you know all those differentthings too that are in our
(07:33):
umbrella that well, you've gotto have one go-to person for
those things, and I mean thehonor of working with community
members and families.
There's so many reasons for allthese scholarships that come
about that people want tosupport and generously support
our students in our district andit's so awesome to have those
conversations.
(07:53):
Whether it's a family that hasa family member die and wants to
make sure that they rememberthem in a powerful way that's
going to support students orbusinesses are like hey, we want
to give back.
I just love that part of thatwhole.
Speaker 1 (08:09):
I've been to those scholarship nights and there's
smiles and there are tears.
It is powerful, it is it really?
Speaker 3 (08:20):
is.
It totally is, and it's soawesome.
And I remember getting ascholarship when I was in high
school.
I know it's hard to imagine,but I was able to attend the
scholarship night at my highschool at the time.
Well, I'm going to school, andbut I remember distinctly that
(08:41):
it felt like for me I don't knowif this is the right term, but
I was.
I wanted to make sure myparents were proud of me as I
was going on to college, but Iwas on the hook for this
organization or this individualthat gave the scholarship.
I need to be doing well incollege for them too, so it's
powerful in that way too, and soI always remember that when
(09:03):
kids are getting thesescholarships and using them to
make school possible.
Speaker 1 (09:09):
Chrissy, you've seen a lot of graduates.
Oh my gosh, Already I don'teven know.
Speaker 2 (09:16):
Do the math.
Speaker 3 (09:17):
I'm not a math major Do the math.
Speaker 2 (09:18):
I said we didn't have to do math, I know.
Speaker 1 (09:22):
Sometimes I lie.
What is it like to see that one?
I know Sometimes I lie.
What is it like to see that one?
And you've had hundreds andhundreds of students, but I know
that this happens.
So what is it like to have youreye on that ninth grader and
see them cross that stage ComeMay?
Can you describe it?
Speaker 2 (09:41):
It is amazing just to see the girls, because they
come in as ninth graders eitherfrom South or from some of the
other surrounding schools andthey're so young, I mean, they
look like babies that first yearand we kind of have to teach
(10:02):
again how to do school withinthe high school.
But also, you know, just forthem to know that every single
class that you are in counts foryour graduation.
It's very different than whatmiddle school and elementary,
what they're used to.
Speaker 1 (10:18):
New ballgame.
Speaker 2 (10:19):
Exactly that.
If you fail a class, that notnecessarily just move on.
Once you fail a class, then youhave to make that class up.
So it's either you retake it ifyou're a senior or you go to
night school, do credit recovery, all of that.
So I think that's probably thebiggest transition for our ninth
(10:40):
graders is really seeing theseriousness of their education
and how you know them.
Going to class and doing theirwork is going to affect that
diploma.
Speaker 1 (10:50):
So once they cross that stage, then four years
later we're talking celebration,right?
Oh my God, the high fives arereal.
Speaker 2 (10:57):
Yes, it is like night and day and I don't know about
you, Rick, but you just get soclose to your students.
Oftentimes we call them ourkids, you know, because we do
get to follow them 10th through12th grade, since we have a
ninth grade counselor the lastcouple of years and it's just
pretty darn amazing.
Speaker 1 (11:18):
It sounds like after all these years, high school
graduation day is still a prettybig highlight.
It is, it's huge.
Speaker 3 (11:26):
It's yeah, all those kids and all those relationships
and what, what it took for thestudents to get there.
And there's, I mean, you see,the ones with the.
They got the red, white andblue cords and they got the gold
cords and things like that.
And then some, though, thatreally stick with you on, like
how you got to this day and howproud that family is with what
(11:49):
you had going on.
That, for me, is the most likeWow, that just yeah, giving them
that high five, that nothingfeels better.
Speaker 2 (12:00):
The first generation graduates.
Speaker 3 (12:02):
You bet.
Speaker 1 (12:02):
It's amazing, rick, I have to say that I remember an
Apollo graduation.
Tell me, I didn't dream this up, because I have a really strong
memory of you being on thatstage, like playing some rock
music.
Oh, did I make that up.
Speaker 3 (12:22):
What there's?
There's been a few.
I mean, I had the honor ofbeing able to be a speaker for
graduation.
Speaker 1 (12:30):
Oh, that was your speaker, and so there was that.
Speaker 3 (12:33):
So I don't know if that was that one.
Tammy, I decided to like gowith this theme of dance.
Like nobody's watching, that'swhat I did.
So I gave them an example andso I pulled out all my dance
moves.
I queued up a song.
Nobody else knew that I wasgoing to do it, besides the
sound guy.
And this year was at it was atHollenbeck, still for that.
Speaker 1 (12:52):
Back in the day.
Speaker 3 (12:53):
Nobody knew.
This was back in the day, backwhen I had less chance of
pulling a hammy, but I dancedaround that whole stage.
I think the school boardmembers that were sitting there
were like what is going on?
And that kind of thing.
Speaker 1 (13:09):
So then they changed the rules after that year.
Is that what you're saying?
Speaker 3 (13:12):
Yes, they call it the Rick Larson something.
No, I think they're I don'tknow Rick Larson something.
No, I think they're I don'tknow.
But that was so fun to justkind of surprise the kids that
way and do that.
Speaker 1 (13:26):
So maybe you just described the best part of your
job, but I did want to ask thatwhat's the best part of your job
?
There's so many.
Speaker 3 (13:48):
I mean, the first word that comes to mind is
relationships, though for me Ifeel like we're in a like
Chrissy had said before.
We're in a position where wereally get to know families and
parents and students.
Also, with our coworkers, Ifeel like I get to know pretty
much everybody in the buildingteachers, custodians and kitchen
teachers, custodians andkitchen.
I just feel so grateful forthose relationships, because
that's what it takes to makethat positive high school
(14:08):
experience for all thosestudents is that when people
know each other, when the staffknow each other and like a kid
struggling over here, if ateacher doesn't know me or what
I'm about, well, they're notgoing to give me an email or
like, hey, larson, could youmaybe check in with this kid, or
that kind of thing.
So I think those relationshipsserve such a purpose, but
they're my favorite part ofgetting to know people.
It's just I love that.
So that would be what I'd say.
Speaker 1 (14:30):
So maybe the question for you is what are you going
to miss most?
Speaker 2 (14:33):
Oh my gosh.
Well, those I know.
I had to write something up formy retirement on what I'm going
to miss and I did put thoserelationships with my colleagues
.
Like Rick said, they're justpriceless and it takes a village
to raise these kids and to getthem across that stage.
Speaker 1 (14:54):
Yeah.
Speaker 2 (14:54):
And my 35 years in District 742, both schools that
I've worked at, I mean, thestaff has just been top notch
loving, caring, educated, yeah.
So I think that, besides mykids, in fact some of my
students who are juniors, justsay Miss Lane, can you just stay
(15:15):
one more year?
Speaker 1 (15:16):
One more year, yeah.
Speaker 2 (15:19):
And my seniors this year.
But that's why I told myjuniors I said well, my seniors
said that last year, so I didstay one more year.
So I said if I don't go now, Iprobably will never go.
Speaker 1 (15:33):
Got to cut the cords.
Got to cut the cord?
Yes.
So the flip side is what's thebiggest challenge?
Do you think of your job?
It's got to cut the cord, yes.
So the flip side is what's thebiggest challenge?
Do you think of your job?
Speaker 2 (15:43):
It's very stressful, I think, because you're juggling
so many things at one time andI think it's just part of our
nature not to let any of thoseballs drop.
Speaker 1 (15:55):
Right.
Speaker 2 (15:56):
You really see this more than a job.
These are kids' future, theseare kids' lives in which you're
dealing with.
So I think sometimes it's hardto leave things at work and not
necessarily bring home with youand I think, our high caseloads
if you have 300 kids on acaseload, you want to be able to
(16:17):
touch each one of those kids insome sort of way throughout
their four years.
So I I struggle with that that.
Have I done enough?
with all of them?
Yeah, definitely, I thinkthat's my struggle that's well
said, for sure.
Speaker 3 (16:32):
I echo that.
There's things, like any jobthat kind of make you crabby.
Well, they're not like.
I mean, that's just how it isyou did, is you did that?
They're annoying or something'slike.
I don't want to do thispaperwork.
I don't want to do this dataentry type stuff or or those
kinds of things, but I thinkit's that they're just hard,
hard things that you becomeinvolved with when you are
(16:55):
working with students that havehigh needs and different things
going on, and so it's tough toleave that at school.
I was told early on as I gotgoing out of Paul and things
like that, and my wife is likeyou got to leave some of that
stuff in the garage or somethingyou know because there is.
(17:15):
There's those things whereyou're working with a kid whose
parents dying and you know thatparent well, but you are doing
your best to like be there forthat student and then, after
they leave your office and takecare of yourself too.
But yeah, there's just a lot ofhard things that we see in
(17:52):
education.
Speaker 1 (17:53):
You do hard things every day.
Speaker 2 (17:56):
Yeah, everybody does hard things.
That is your job.
Yeah, yeah, absolutely hardthings every day.
Yeah, everybody, that's that isyour job in our job.
Speaker 1 (18:00):
yeah, yeah absolutely well, since you're both veteran
counselors okay okay, can youtalk about and I think you went
there a little bit rick can youtalk about how the jobs changed,
because it has right over time.
What do you see?
And maybe, and maybe you justwant to pick one thing what do
(18:21):
you see as maybe one of thebigger changes over the years?
Speaker 2 (18:26):
Well, I think just the change of population within
the St Cloud area.
I have grown so much within ourEL population, my knowledge, my
geography number one, but justbeing able to experience other
cultures, immensely, I think.
(18:47):
I'm just some of ourconversations with parents and
students, but just being able toto ask ourselves as a district
and as a school how do weprogram for kids who don't look
like us and who do not come fromMinnesota, and I think our
district has.
And maybe don't speak ourlanguage, do not speak our
language Correct, and I justthink our district has put that
(19:11):
as a priority and just thesmiles on the students and the
parents' faces because they justvalue education so much and are
so appreciative of what theschools are doing.
So I would say in my careerthat's probably the biggest
growth.
But I also think it's the same.
(19:33):
Some of the stuff is the same,the same concerns the same
issues, but add a greater impact.
You know with inflation, theway that it is, you know with
the socioeconomic status offamilies.
You know compared to 35 yearsago.
So I think just the change inthe world.
Speaker 3 (19:56):
Yes, creates those things.
I think so.
Yeah, I mean, when I came on in99, we had two amazing ESL
teachers at Apollo, judyGermanson and Sharon Larson, and
they were our two ESL teachers.
That's what we call it at thetime.
Speaker 1 (20:15):
And was that at Apollo or for the whole district
?
Wasn't that the whole district?
It was housed at Apollo?
I'm not sure.
Speaker 2 (20:20):
No, I think it was Apollo, because I think that
same year we had like 15 at Tech, so that was Not staff.
Speaker 3 (20:28):
Kids, students yes, and we had had.
Sharon and Judy were working atApollo for a long time, I guess
.
I can't recall, I can just knowwhat was happening at Apollo
and it was mainly Vietnamese and.
Laotian students mostly, whomade up our EL population and
now, as we go to 2024, I mean Ithink we have maybe 11 EL staff
(20:55):
teachers that department.
It's amazing the diversity ofthe different students that we
have from different backgrounds,and the power of this district
getting those foundationalEnglish skills and all the rest
of math, social science, allthose things, and just to see
(21:17):
that happen from the beginningof students coming into our
district that don't have anyEnglish at all or very little to
being able to get a high schooldiploma down the road.
So yeah, it is.
It's that, chrissy, is a greatpoint.
That has definitely been a bigchange that I've seen.
But, like you said, like kidsare still kids.
Speaker 2 (21:38):
Yep.
Speaker 3 (21:39):
They are.
They're still going throughthose developmental stages that
we got well-versed in in our, inour master's program, erickson
stages of development, all thosethings.
Speaker 1 (21:52):
I'm taking notes.
Speaker 3 (21:54):
But you know that's there's still, that there's
still.
How do you work withimpulsivity?
How do you work with thisidentity searching?
Things and trying to figure outwho they are and all those
kinds of things.
Speaker 1 (22:07):
Yeah, Well, if we were to wrap up and glean from
your great veteran wisdom?
Wow, what.
Speaker 2 (22:18):
I feel like pressure coming on.
Speaker 1 (22:20):
I don't know, are you stressed?
Yeah, now what advice would youleave?
A student and you can pick,it's May, so you could say for a
senior, for someone graduatingand going on, or maybe, chrissy,
you talked a lot about thattransition year, that ninth
grade, and we didn't talk aboutbar.
(22:40):
That would be one of the bigchanges to how we take ninth
graders now and we kind ofembrace them right, we bring
them together as a whole.
So maybe the advice would be tothat transitional ninth grader.
But what advice would you wantto leave?
Speaker 3 (22:58):
What great wisdom, oh man, there's just so much
wisdom that's just overflowing,isn't there, chrissy?
Just?
Speaker 2 (23:07):
pick one, pearl Rick One, I would say find something
that you're passionate about,because I would bet that there's
a career that's attached toyour passion, and oftentimes in
ninth grade kids may want to bean NBA player.
You know, you hear that a lot,okay, but what's associated with
(23:32):
that?
What would be your plan B?
If that's your passion, let'sthen talk about exercise science
, let's talk about anythingwithin that sports training
career.
So really, just look at yourpassions and take advantage of
everything that this districthas to offer.
We have so many college in theschool classes, post-secondary
(23:53):
options, ap exam.
I mean just every opportunityfor kids to be able to explore
what they would like to do inthe future.
Totally.
Speaker 1 (24:03):
And that's a good one , Rick, are you intimidated?
Speaker 2 (24:06):
That was good Well probably because I'm 10 years
older than you.
Speaker 3 (24:12):
She's a bit more veteran.
Speaker 2 (24:14):
Yeah, I'm veteran veteran.
Speaker 3 (24:18):
She's going on retirement number two.
We're going to call herplatinum oh.
I like that.
I don't know if I do.
I love that.
That's awesome because we wantthese students to have momentum.
We want them to have thisbridge and some kind of
trajectory and inertia, youmight say, so they can kind of
(24:41):
pivot.
It's like I've got all thesethings that I've learned and was
exposed to in high school andbeing able to hopefully develop
some of those things into apassion yeah, I'm not going to
argue with that.
That's good stuff, chrissy.
I would add to that this wholeidea of figuring out how to be
(25:02):
okay with who you are.
That's good stuff.
Figure out who you are and thatthat is good, and that you're
awesome and that your gifts areuniquely yours.
Speaker 1 (25:12):
Do things with them, whatever that might be, but
being able to have that senseand that self-awareness- as you
both know, I'm a former highschool teacher and I agree with
you, by the way, 100%.
Kids are kids Like.
I was recently working with ateen panel about a week ago and,
(25:33):
oh my gosh, it was so much funand they were so incredible and
they were in a room of 100adults and they just, you know,
blew the ceiling off.
They were just tremendous.
When I think of change and whatI've seen over the years, one of
the things I worry about withyoungsters with young kids is,
(25:54):
it seems to me like thepressures going out there,
whether you're going to collegeor whether you're going in a
career pathway.
It seems to me that there justseems to be so much pressure.
You don't apply to one school,you apply to five and you have
your backup school.
You know you're going toexplore all these career
(26:14):
pathways.
It just seems to me likethere's a lot of pressure on
teenagers now.
Is that a perception or do yousee kids struggling with that?
Speaker 3 (26:26):
I think there is that pressure.
I think that we have set up insome ways.
For some reason they'resupposed to kind of have it
figured out as they get donewith high school.
And, as I recall, I didn't gointo anything that I was
thinking I was going to go intoafter I got done with high
school and, as I recall, Ididn't go into anything that I
was thinking I was going to gointo after I got done with high
school.
But I had that momentum, I hadthat trajectory to be able to
pivot as I was figuring out whatwas at the next level.
(26:48):
But I do think that there'ssome of that pressure that they
do need to have it kind offigured out.
I'm not sure where that comesfrom or if it's always kind of
been there and it's just rampedup a little bit, but I don't
know.
I see it a bit.
Speaker 2 (27:02):
And I think that's just part of being an
18-year-old almost graduate.
What I do like, though,nowadays is college means many
things that it just isn't.
I'm going to a four-year college.
We know with the student loan,you know with the debts, all of
that, that there's so manyoccupations out there that
(27:27):
require anywhere from a one to afour-year to, of course,
graduate school.
So I think kids have notnecessarily more options, but I
think people are more supportiveof any of those options
compared to, I think, 30 years,35 years ago, when I was in
college, that it was just kindof expected once you graduated,
(27:50):
you went to college, you went toa four year and I actually
started out in accounting majorand I came out.
Speaker 1 (27:57):
What?
How did I not know this?
Yes, yes.
Speaker 2 (28:00):
Yes, because that's really all that I knew in high
school, just coming from areally small school, but with
all the exposure of differentthings in high schools this time
that I think kids have betterideas, different ideas.
Speaker 3 (28:17):
Even being able to know what they don't like, right
, you know that's where thatexploration really comes in,
right.
Speaker 2 (28:24):
Yeah, yeah.
Try more than one thing Rightand the biggest message is just
do something, because justgraduating from high school, I
don't know, you know how well ofa paying job that you were
going to get just right out ofhigh school.
But that doesn't mean that youhave to go to a four-year
college either.
It may mean that you go to anapprenticeship, you go to a
(28:45):
one-year program, you go to atwo-year program and there's a
lot of exciting stuff going on.
Speaker 1 (28:51):
There isn't there I mean our community is just kind
of bustling Our businesscommunity, our manufacturing
community, higher ed.
It just seems like thiscommunity is willing to take
those teens and say yeah, try usout.
You know, come over here andtake a look.
(29:12):
I think it's a smart economicmove for business.
But boy, does it support kids.
Well, I would say that ourteenagers are really lucky to
have you two in your veterancounselor chairs.
Speaker 2 (29:28):
We are lucky to have them.
I mean seriously, the best gigever.
Speaker 3 (29:34):
Chris, you would say that, yeah, I have gained so
much more than I've given fromthe students that have been in
my life.
Without a doubt I have learnedso much from all the different
situations and gifts these kidshave for sure, that's how I feel
.
Speaker 1 (29:50):
You guys are going to make me cry.
But speaking of gifts, I havewe have gifts.
I have gifts for you for beingon the show today.
Speaker 2 (30:00):
What the?
Speaker 1 (30:00):
what you are very own coffee Kazma.
Speaker 2 (30:04):
Oh my gosh, I feel like a celebrity.
There you go, tammy, youshouldn't have.
I feel like I'm on a JimmyKimmel show or something.
Oh, yeah, yeah, with ladders.
Speaker 1 (30:16):
Do you have a great podcast idea?
Submit your idea tocommunications at ISD742.org.
And.
Thank you for listening to 742CoffeeCast, the best place to
stay informed and be inspired bySt Cloud Area School District.
The 742 CoffeeCast is your ultimate destination for
insightful conversations,thought-provoking ideas and
innovative strategies in StCloud Area School District.
Your host is Director ofCommunity Engagement and
Communications, tammy DeLand.
Grab a cup of coffee and joinus.
Hello and welcome to CoffeeCast.
(00:26):
I'm so excited you're both heretoday.
We have Chrissy Lane and RickLarson, who are veteran school
counselors Extraordinary, Imight say, and I'm just going to
let each of you introduceyourselves and talk about, like,
how long you've been in thedistrict.
You've been doing this work andkind of riding the 742 waves.
Speaker 3 (00:52):
You're the most veteran.
Oh my gosh.
Speaker 2 (00:55):
And I think veteran is another word for old.
So, yes, that is true, notquite, not quite.
Yeah Well, I've been in thedistrict about 35 years.
In fact, this is my last year Iam actually retiring, but I
started back out in 1989 at ALC.
(01:15):
I was there for 10 years andthen I have been at Tech ever
since, which is where I met youExactly, I know.
I know Such good friendships.
That's it.
Speaker 3 (01:25):
And I so for myself.
This was my first schoolcounseling job, apollo.
Wow, I got the job in 1999 as Iwas finishing up my master's at
St Cloud State, and I have beenthere ever since.
So yeah, 25 years going atApollo High School and it's
unbelievable.
It doesn't seem like that long.
(01:45):
So yeah, 25 years going atApollo High School and it's
unbelievable.
It doesn't seem like that long.
But then you think about allthe people that have come and
gone and staff and all thosekinds of things, all those
graduates.
Yeah, it's pretty amazing, yeah,and have 20-year-old reunion
(02:05):
classes.
I've had this the last coupleof years Like, hey, what would
you think about coming to our?
And it's like what yougraduated 20 years ago.
Speaker 1 (02:13):
It's a little humbling, isn't it Rick?
Speaker 3 (02:15):
It's very humbling, and I need more things to make
me humble.
Speaker 1 (02:21):
Bring you a lot.
There's that, so your entirecareer at Apollo.
Speaker 3 (02:25):
Yes.
Speaker 1 (02:25):
Amazing.
Speaker 2 (02:33):
And so did you.
Did I miss this?
Speaker 1 (02:34):
How many years at ALC and then how many at tech, 10
at ALC, and then 25 at techAmazing, and I tell you I loved
all both places.
Speaker 2 (02:39):
They were just amazing and taught me so much.
You guys are amazing.
Speaker 1 (02:43):
Okay, now, the first thing I want to talk about may
seem like what.
You're going to wonder why I'masking this question, but the
question is what does a schoolcounselor do?
Believe it or not?
People wonder.
Speaker 3 (02:59):
Exactly what our program trained us to do, right,
Chrissy.
Exactly what the master'sprogram, those classes, Well
maybe not, maybe not.
Speaker 2 (03:10):
I think a better thing to say is what does a
school counselor not do?
And that, I think, is what isso fun about our job is just all
the different duties and beingable to see kids in so many
different lights, I think, fromacademic to college and career,
(03:32):
to social, emotional.
Speaker 1 (03:33):
Maybe a better question is what's your average
day look like?
What do you do in a day?
Speaker 3 (03:38):
When I first got into it and Tony Back is a great
mentor for me when I first gotto Apollo and she just retired
not too long ago.
But she told me right away atthe high school level you wear
so many hats.
At first I'm like I don't knowwhat that means.
But then I was like, oh OK, Iget it.
There's never a typical day,there's a typical time of year,
(03:59):
quite a bit, because it justdepends like the start of the
year.
It's all about scheduling, it'sall about getting kids
orientated, it's all all thosekinds of things.
Then there's testing season.
That gets in there and you knowwhat's going to be happening
when, when that's happening inyour time.
But you, you just really younever know what's going to be
coming to your door or whatyou're going to see in the
hallway or whatever, and whatteachers are referring a student
(04:23):
down for whatever's going onthat day.
It's just, it's awesome.
But sometimes I like to plan aday to where it's like this is
what I want to get done today.
Right, how's that work out foryou?
Once in a while it happens thatway.
But no, you just need withwhere, where the needs are, and
(04:46):
that's kind of what happens.
Speaker 2 (04:48):
Yeah, that's a.
That's a great way to put itbecause, again, we have our
duties and then we have what theneeds are of that day with
those students.
And I think counselors areunique because, yes, we're part
of the teacher bargaining unitand such, and yet the teachers
(05:08):
sometimes see us as aligningmore with administration.
So I think we're really butwe're not exactly, but I but I
think we're like a liaisonbetween teachers, between
administrators, between teachersbetween administrators.
We work so closely with parents, with students, with community
(05:35):
members.
Speaker 1 (05:35):
I just think it's such a unique role that I think
is so different than others.
I'll lead you a little bit onthis one.
I know that I've hadconversations before, talking
with parents, for example,describing what you're doing,
mentioning scheduling of classes, like shocks some people what
that's what a guidance counselordoes there, and the answer is
(05:58):
yes.
What you said, chrissy, all ofthe above, it is responding to
the immediate need of the kid ona given day, as well as, oh,
you have to graduate from highschool.
It's all of those things, and Ithink that's what's really
important for listeners is toget a good idea of just how both
wide and deep those job dutiesare.
(06:21):
And, rick, you mentioned a lotof it is seasonal.
So hey, it's May.
Speaker 3 (06:27):
What's going on?
Oh my, nothing really.
I'm kind of bored.
Kind of bored with May.
Right, it's such an excitingtime in May.
There's a lot of things going onof course, with the right now,
the present day, and gettingthese seniors where they need to
be and finishing strong.
But we also have one foot intonext year too, because we're
(06:49):
doing a lot of figuring outschedules for next year how that
master's going to work, gettingnew students enrolled and just
looking at, okay, how's thisgoing to be, having orientation
nights going on and meeting withthose eighth grade families,
and that kind of stuff.
So, and AP testing is going onright now.
So there's a good couple ofweeks of that Scholarship
(07:10):
program.
How about the scholarship andawards night at both schools,
which for me, I am so gratefulthat I get to have that as one
of my duties, because everycounselor we split it up too
there's ones in charge of thescholarship night, one's in
charge of act teacher, one's incharge of ap testing, and sure
you know all those differentthings too that are in our
(07:33):
umbrella that well, you've gotto have one go-to person for
those things, and I mean thehonor of working with community
members and families.
There's so many reasons for allthese scholarships that come
about that people want tosupport and generously support
our students in our district andit's so awesome to have those
conversations.
(07:53):
Whether it's a family that hasa family member die and wants to
make sure that they rememberthem in a powerful way that's
going to support students orbusinesses are like hey, we want
to give back.
I just love that part of thatwhole.
Speaker 1 (08:09):
I've been to those scholarship nights and there's
smiles and there are tears.
It is powerful, it is it really?
Speaker 3 (08:20):
is.
It totally is, and it's soawesome.
And I remember getting ascholarship when I was in high
school.
I know it's hard to imagine,but I was able to attend the
scholarship night at my highschool at the time.
Well, I'm going to school, andbut I remember distinctly that
(08:41):
it felt like for me I don't knowif this is the right term, but
I was.
I wanted to make sure myparents were proud of me as I
was going on to college, but Iwas on the hook for this
organization or this individualthat gave the scholarship.
I need to be doing well incollege for them too, so it's
powerful in that way too, and soI always remember that when
(09:03):
kids are getting thesescholarships and using them to
make school possible.
Speaker 1 (09:09):
Chrissy, you've seen a lot of graduates.
Oh my gosh, Already I don'teven know.
Speaker 2 (09:16):
Do the math.
Speaker 3 (09:17):
I'm not a math major Do the math.
Speaker 2 (09:18):
I said we didn't have to do math, I know.
Speaker 1 (09:22):
Sometimes I lie.
What is it like to see that one?
I know Sometimes I lie.
What is it like to see that one?
And you've had hundreds andhundreds of students, but I know
that this happens.
So what is it like to have youreye on that ninth grader and
see them cross that stage ComeMay?
Can you describe it?
Speaker 2 (09:41):
It is amazing just to see the girls, because they
come in as ninth graders eitherfrom South or from some of the
other surrounding schools andthey're so young, I mean, they
look like babies that first yearand we kind of have to teach
(10:02):
again how to do school withinthe high school.
But also, you know, just forthem to know that every single
class that you are in counts foryour graduation.
It's very different than whatmiddle school and elementary,
what they're used to.
Speaker 1 (10:18):
New ballgame.
Speaker 2 (10:19):
Exactly that.
If you fail a class, that notnecessarily just move on.
Once you fail a class, then youhave to make that class up.
So it's either you retake it ifyou're a senior or you go to
night school, do credit recovery, all of that.
So I think that's probably thebiggest transition for our ninth
(10:40):
graders is really seeing theseriousness of their education
and how you know them.
Going to class and doing theirwork is going to affect that
diploma.
Speaker 1 (10:50):
So once they cross that stage, then four years
later we're talking celebration,right?
Oh my God, the high fives arereal.
Speaker 2 (10:57):
Yes, it is like night and day and I don't know about
you, Rick, but you just get soclose to your students.
Oftentimes we call them ourkids, you know, because we do
get to follow them 10th through12th grade, since we have a
ninth grade counselor the lastcouple of years and it's just
pretty darn amazing.
Speaker 1 (11:18):
It sounds like after all these years, high school
graduation day is still a prettybig highlight.
It is, it's huge.
Speaker 3 (11:26):
It's yeah, all those kids and all those relationships
and what, what it took for thestudents to get there.
And there's, I mean, you see,the ones with the.
They got the red, white andblue cords and they got the gold
cords and things like that.
And then some, though, thatreally stick with you on, like
how you got to this day and howproud that family is with what
(11:49):
you had going on.
That, for me, is the most likeWow, that just yeah, giving them
that high five, that nothingfeels better.
Speaker 2 (12:00):
The first generation graduates.
Speaker 3 (12:02):
You bet.
Speaker 1 (12:02):
It's amazing, rick, I have to say that I remember an
Apollo graduation.
Tell me, I didn't dream this up, because I have a really strong
memory of you being on thatstage, like playing some rock
music.
Oh, did I make that up.
Speaker 3 (12:22):
What there's?
There's been a few.
I mean, I had the honor ofbeing able to be a speaker for
graduation.
Speaker 1 (12:30):
Oh, that was your speaker, and so there was that.
Speaker 3 (12:33):
So I don't know if that was that one.
Tammy, I decided to like gowith this theme of dance.
Like nobody's watching, that'swhat I did.
So I gave them an example andso I pulled out all my dance
moves.
I queued up a song.
Nobody else knew that I wasgoing to do it, besides the
sound guy.
And this year was at it was atHollenbeck, still for that.
Speaker 1 (12:52):
Back in the day.
Speaker 3 (12:53):
Nobody knew.
This was back in the day, backwhen I had less chance of
pulling a hammy, but I dancedaround that whole stage.
I think the school boardmembers that were sitting there
were like what is going on?
And that kind of thing.
Speaker 1 (13:09):
So then they changed the rules after that year.
Is that what you're saying?
Speaker 3 (13:12):
Yes, they call it the Rick Larson something.
No, I think they're I don'tknow Rick Larson something.
No, I think they're I don'tknow.
But that was so fun to justkind of surprise the kids that
way and do that.
Speaker 1 (13:26):
So maybe you just described the best part of your
job, but I did want to ask thatwhat's the best part of your job
?
There's so many.
Speaker 3 (13:48):
I mean, the first word that comes to mind is
relationships, though for me Ifeel like we're in a like
Chrissy had said before.
We're in a position where wereally get to know families and
parents and students.
Also, with our coworkers, Ifeel like I get to know pretty
much everybody in the buildingteachers, custodians and kitchen
teachers, custodians andkitchen.
I just feel so grateful forthose relationships, because
that's what it takes to makethat positive high school
(14:08):
experience for all thosestudents is that when people
know each other, when the staffknow each other and like a kid
struggling over here, if ateacher doesn't know me or what
I'm about, well, they're notgoing to give me an email or
like, hey, larson, could youmaybe check in with this kid, or
that kind of thing.
So I think those relationshipsserve such a purpose, but
they're my favorite part ofgetting to know people.
It's just I love that.
So that would be what I'd say.
Speaker 1 (14:30):
So maybe the question for you is what are you going
to miss most?
Speaker 2 (14:33):
Oh my gosh.
Well, those I know.
I had to write something up formy retirement on what I'm going
to miss and I did put thoserelationships with my colleagues
.
Like Rick said, they're justpriceless and it takes a village
to raise these kids and to getthem across that stage.
Speaker 1 (14:54):
Yeah.
Speaker 2 (14:54):
And my 35 years in District 742, both schools that
I've worked at, I mean, thestaff has just been top notch
loving, caring, educated, yeah.
So I think that, besides mykids, in fact some of my
students who are juniors, justsay Miss Lane, can you just stay
(15:15):
one more year?
Speaker 1 (15:16):
One more year, yeah.
Speaker 2 (15:19):
And my seniors this year.
But that's why I told myjuniors I said well, my seniors
said that last year, so I didstay one more year.
So I said if I don't go now, Iprobably will never go.
Speaker 1 (15:33):
Got to cut the cords.
Got to cut the cord?
Yes.
So the flip side is what's thebiggest challenge?
Do you think of your job?
It's got to cut the cord, yes.
So the flip side is what's thebiggest challenge?
Do you think of your job?
Speaker 2 (15:43):
It's very stressful, I think, because you're juggling
so many things at one time andI think it's just part of our
nature not to let any of thoseballs drop.
Speaker 1 (15:55):
Right.
Speaker 2 (15:56):
You really see this more than a job.
These are kids' future, theseare kids' lives in which you're
dealing with.
So I think sometimes it's hardto leave things at work and not
necessarily bring home with youand I think, our high caseloads
if you have 300 kids on acaseload, you want to be able to
(16:17):
touch each one of those kids insome sort of way throughout
their four years.
So I I struggle with that that.
Have I done enough?
with all of them?
Yeah, definitely, I thinkthat's my struggle that's well
said, for sure.
Speaker 3 (16:32):
I echo that.
There's things, like any jobthat kind of make you crabby.
Well, they're not like.
I mean, that's just how it isyou did, is you did that?
They're annoying or something'slike.
I don't want to do thispaperwork.
I don't want to do this dataentry type stuff or or those
kinds of things, but I thinkit's that they're just hard,
hard things that you becomeinvolved with when you are
(16:55):
working with students that havehigh needs and different things
going on, and so it's tough toleave that at school.
I was told early on as I gotgoing out of Paul and things
like that, and my wife is likeyou got to leave some of that
stuff in the garage or somethingyou know because there is.
(17:15):
There's those things whereyou're working with a kid whose
parents dying and you know thatparent well, but you are doing
your best to like be there forthat student and then, after
they leave your office and takecare of yourself too.
But yeah, there's just a lot ofhard things that we see in
(17:52):
education.
Speaker 1 (17:53):
You do hard things every day.
Speaker 2 (17:56):
Yeah, everybody does hard things.
That is your job.
Yeah, yeah, absolutely hardthings every day.
Yeah, everybody, that's that isyour job in our job.
Speaker 1 (18:00):
yeah, yeah absolutely well, since you're both veteran
counselors okay okay, can youtalk about and I think you went
there a little bit rick can youtalk about how the jobs changed,
because it has right over time.
What do you see?
And maybe, and maybe you justwant to pick one thing what do
(18:21):
you see as maybe one of thebigger changes over the years?
Speaker 2 (18:26):
Well, I think just the change of population within
the St Cloud area.
I have grown so much within ourEL population, my knowledge, my
geography number one, but justbeing able to experience other
cultures, immensely, I think.
(18:47):
I'm just some of ourconversations with parents and
students, but just being able toto ask ourselves as a district
and as a school how do weprogram for kids who don't look
like us and who do not come fromMinnesota, and I think our
district has.
And maybe don't speak ourlanguage, do not speak our
language Correct, and I justthink our district has put that
(19:11):
as a priority and just thesmiles on the students and the
parents' faces because they justvalue education so much and are
so appreciative of what theschools are doing.
So I would say in my careerthat's probably the biggest
growth.
But I also think it's the same.
(19:33):
Some of the stuff is the same,the same concerns the same
issues, but add a greater impact.
You know with inflation, theway that it is, you know with
the socioeconomic status offamilies.
You know compared to 35 yearsago.
So I think just the change inthe world.
Speaker 3 (19:56):
Yes, creates those things.
I think so.
Yeah, I mean, when I came on in99, we had two amazing ESL
teachers at Apollo, judyGermanson and Sharon Larson, and
they were our two ESL teachers.
That's what we call it at thetime.
Speaker 1 (20:15):
And was that at Apollo or for the whole district
?
Wasn't that the whole district?
It was housed at Apollo?
I'm not sure.
Speaker 2 (20:20):
No, I think it was Apollo, because I think that
same year we had like 15 at Tech, so that was Not staff.
Speaker 3 (20:28):
Kids, students yes, and we had had.
Sharon and Judy were working atApollo for a long time, I guess
.
I can't recall, I can just knowwhat was happening at Apollo
and it was mainly Vietnamese and.
Laotian students mostly, whomade up our EL population and
now, as we go to 2024, I mean Ithink we have maybe 11 EL staff
(20:55):
teachers that department.
It's amazing the diversity ofthe different students that we
have from different backgrounds,and the power of this district
getting those foundationalEnglish skills and all the rest
of math, social science, allthose things, and just to see
(21:17):
that happen from the beginningof students coming into our
district that don't have anyEnglish at all or very little to
being able to get a high schooldiploma down the road.
So yeah, it is.
It's that, chrissy, is a greatpoint.
That has definitely been a bigchange that I've seen.
But, like you said, like kidsare still kids.
Speaker 2 (21:38):
Yep.
Speaker 3 (21:39):
They are.
They're still going throughthose developmental stages that
we got well-versed in in our, inour master's program, erickson
stages of development, all thosethings.
Speaker 1 (21:52):
I'm taking notes.
Speaker 3 (21:54):
But you know that's there's still, that there's
still.
How do you work withimpulsivity?
How do you work with thisidentity searching?
Things and trying to figure outwho they are and all those
kinds of things.
Speaker 1 (22:07):
Yeah, Well, if we were to wrap up and glean from
your great veteran wisdom?
Wow, what.
Speaker 2 (22:18):
I feel like pressure coming on.
Speaker 1 (22:20):
I don't know, are you stressed?
Yeah, now what advice would youleave?
A student and you can pick,it's May, so you could say for a
senior, for someone graduatingand going on, or maybe, chrissy,
you talked a lot about thattransition year, that ninth
grade, and we didn't talk aboutbar.
(22:40):
That would be one of the bigchanges to how we take ninth
graders now and we kind ofembrace them right, we bring
them together as a whole.
So maybe the advice would be tothat transitional ninth grader.
But what advice would you wantto leave?
Speaker 3 (22:58):
What great wisdom, oh man, there's just so much
wisdom that's just overflowing,isn't there, chrissy?
Just?
Speaker 2 (23:07):
pick one, pearl Rick One, I would say find something
that you're passionate about,because I would bet that there's
a career that's attached toyour passion, and oftentimes in
ninth grade kids may want to bean NBA player.
You know, you hear that a lot,okay, but what's associated with
(23:32):
that?
What would be your plan B?
If that's your passion, let'sthen talk about exercise science
, let's talk about anythingwithin that sports training
career.
So really, just look at yourpassions and take advantage of
everything that this districthas to offer.
We have so many college in theschool classes, post-secondary
(23:53):
options, ap exam.
I mean just every opportunityfor kids to be able to explore
what they would like to do inthe future.
Totally.
Speaker 1 (24:03):
And that's a good one , Rick, are you intimidated?
Speaker 2 (24:06):
That was good Well probably because I'm 10 years
older than you.
Speaker 3 (24:12):
She's a bit more veteran.
Speaker 2 (24:14):
Yeah, I'm veteran veteran.
Speaker 3 (24:18):
She's going on retirement number two.
We're going to call herplatinum oh.
I like that.
I don't know if I do.
I love that.
That's awesome because we wantthese students to have momentum.
We want them to have thisbridge and some kind of
trajectory and inertia, youmight say, so they can kind of
(24:41):
pivot.
It's like I've got all thesethings that I've learned and was
exposed to in high school andbeing able to hopefully develop
some of those things into apassion yeah, I'm not going to
argue with that.
That's good stuff, chrissy.
I would add to that this wholeidea of figuring out how to be
(25:02):
okay with who you are.
That's good stuff.
Figure out who you are and thatthat is good, and that you're
awesome and that your gifts areuniquely yours.
Speaker 1 (25:12):
Do things with them, whatever that might be, but
being able to have that senseand that self-awareness- as you
both know, I'm a former highschool teacher and I agree with
you, by the way, 100%.
Kids are kids Like.
I was recently working with ateen panel about a week ago and,
(25:33):
oh my gosh, it was so much funand they were so incredible and
they were in a room of 100adults and they just, you know,
blew the ceiling off.
They were just tremendous.
When I think of change and whatI've seen over the years, one of
the things I worry about withyoungsters with young kids is,
(25:54):
it seems to me like thepressures going out there,
whether you're going to collegeor whether you're going in a
career pathway.
It seems to me that there justseems to be so much pressure.
You don't apply to one school,you apply to five and you have
your backup school.
You know you're going toexplore all these career
(26:14):
pathways.
It just seems to me likethere's a lot of pressure on
teenagers now.
Is that a perception or do yousee kids struggling with that?
Speaker 3 (26:26):
I think there is that pressure.
I think that we have set up insome ways.
For some reason they'resupposed to kind of have it
figured out as they get donewith high school.
And, as I recall, I didn't gointo anything that I was
thinking I was going to go intoafter I got done with high
school and, as I recall, Ididn't go into anything that I
was thinking I was going to gointo after I got done with high
school.
But I had that momentum, I hadthat trajectory to be able to
pivot as I was figuring out whatwas at the next level.
(26:48):
But I do think that there'ssome of that pressure that they
do need to have it kind offigured out.
I'm not sure where that comesfrom or if it's always kind of
been there and it's just rampedup a little bit, but I don't
know.
I see it a bit.
Speaker 2 (27:02):
And I think that's just part of being an
18-year-old almost graduate.
What I do like, though,nowadays is college means many
things that it just isn't.
I'm going to a four-year college.
We know with the student loan,you know with the debts, all of
that, that there's so manyoccupations out there that
(27:27):
require anywhere from a one to afour-year to, of course,
graduate school.
So I think kids have notnecessarily more options, but I
think people are more supportiveof any of those options
compared to, I think, 30 years,35 years ago, when I was in
college, that it was just kindof expected once you graduated,
(27:50):
you went to college, you went toa four year and I actually
started out in accounting majorand I came out.
Speaker 1 (27:57):
What?
How did I not know this?
Yes, yes.
Speaker 2 (28:00):
Yes, because that's really all that I knew in high
school, just coming from areally small school, but with
all the exposure of differentthings in high schools this time
that I think kids have betterideas, different ideas.
Speaker 3 (28:17):
Even being able to know what they don't like, right
, you know that's where thatexploration really comes in,
right.
Speaker 2 (28:24):
Yeah, yeah.
Try more than one thing Rightand the biggest message is just
do something, because justgraduating from high school, I
don't know, you know how well ofa paying job that you were
going to get just right out ofhigh school.
But that doesn't mean that youhave to go to a four-year
college either.
It may mean that you go to anapprenticeship, you go to a
(28:45):
one-year program, you go to atwo-year program and there's a
lot of exciting stuff going on.
Speaker 1 (28:51):
There isn't there I mean our community is just kind
of bustling Our businesscommunity, our manufacturing
community, higher ed.
It just seems like thiscommunity is willing to take
those teens and say yeah, try usout.
You know, come over here andtake a look.
(29:12):
I think it's a smart economicmove for business.
But boy, does it support kids.
Well, I would say that ourteenagers are really lucky to
have you two in your veterancounselor chairs.
Speaker 2 (29:28):
We are lucky to have them.
I mean seriously, the best gigever.
Speaker 3 (29:34):
Chris, you would say that, yeah, I have gained so
much more than I've given fromthe students that have been in
my life.
Without a doubt I have learnedso much from all the different
situations and gifts these kidshave for sure, that's how I feel
.
Speaker 1 (29:50):
You guys are going to make me cry.
But speaking of gifts, I havewe have gifts.
I have gifts for you for beingon the show today.
Speaker 2 (30:00):
What the?
Speaker 1 (30:00):
what you are very own coffee Kazma.
Speaker 2 (30:04):
Oh my gosh, I feel like a celebrity.
There you go, tammy, youshouldn't have.
I feel like I'm on a JimmyKimmel show or something.
Oh, yeah, yeah, with ladders.
Speaker 1 (30:16):
Do you have a great podcast idea?
Submit your idea tocommunications at ISD742.org.
And.
Thank you for listening to 742CoffeeCast, the best place to
stay informed and be inspired bySt Cloud Area School District.
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