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Board hears results of Big Picture Learning visit; interns, off‑campus model prompt local ideas
Summary
Warren Township staff who visited San Diego’s MET high school described a small-school, internship-heavy model where students spend two days a week off campus with employers and two days in integrated class blocks; the board discussed transportation, staff workload and how internships might translate locally.
Staff who visited Big Picture Learning partner schools in San Diego reported on May 13 that the Met High School model centers small cohorts, advisory relationships and off‑campus internships that aim to build workplace skills and postsecondary pathways.
Matt Crowley, a dean at the Almond Campus, and other visiting staff said the San Diego school enrolled about 120 students, employed roughly 13 teachers, one classified staff member and one administrator, and required students to spend two days each week at internships paired with independent study projects.
"They are located on Mesa Community College's campus," Crowley said. "Students are allowed to enroll in MCC courses for free to supplement what MET offers." Visit team members said MET students pitch independent-study projects in advisory and receive a metro bus pass to reach campus and internship sites.
Tim Van Laningham, a social studies teacher on the visit, said the model showed strong student engagement when curriculum connected to student interest. "Because the MET was really tapping into student interest and getting students off campus, we saw many students who would otherwise disengage become involved," he said.
Visiting staff flagged trade-offs. Teachers at MET visited internship sites, increasing after-hours work time to supervise placements; the small size limited on-site offerings such as AP or honors courses; and some internships required travel up to 30–35 minutes, generating transportation stress. Deb Perry, dean at the O'Plaine campus, said MET’s location on a community college campus offset the limits on advanced classes.
The visiting group noted that internships produced authentic "soft skills" — planning, accountability and professional interaction — and that the model served a broad continuum of learners: the team reported 20–25 percent IEP/504 representation and said over 60 percent of MET students took a college course while enrolled.
Board members asked how internships were sourced and vetted. Staff said students typically identify potential placements, supported by advisors and a roster of previously used hosts; placements require site agreement and, where appropriate, supervisor vetting. Students are unpaid and typically change internships each semester unless a longer sequence is appropriate.
Staff recommended further district exploration of internship opportunities, possible local pilots, and continued professional visits to other schools. They also said implementing internships locally would require planning for transportation, staffing adjustments, internship host vetting and potential liability checks.
The board discussed choice and multiple learning pathways for students, with members urging caution about scale and gradual implementation so the district can preserve academic rigor while expanding experiential options.
