When I was hired in the spring of 2018, Liberty High School in Benicia was widely perceived as a “last resort” for students at risk of dropping out. In parts of the community, it was unfairly labeled as a place where the “bad kids” or “those kids” went — a narrative that was not only false, but deeply harmful to our students, many of whom are at-promise youth navigating significant academic, social, and emotional challenges. From the beginning, I was determined to change this perception of continuation schools and create a program that honored the resilience, potential, and humanity of one of our most vulnerable student populations.

I began by sitting down with our staff and asking a simple question: What makes Liberty High School special? Their answer was unanimous. They spoke about creating a family-like environment where every student is seen, heard, and valued. They shared how Liberty helps students believe in themselves — often for the first time — regardless of past choices or experiences. It became immediately clear that the foundation of Liberty High School’s success lies in our exceptional staff and their ability to build meaningful, trusting relationships with students who have often felt disconnected from school.

I then asked a harder question: If we could improve one thing, even if it required systemic change, what would it be? While staff were proud of helping students earn their diplomas, they expressed concern about what happened after graduation. Were we truly preparing students for life beyond our campus? Were we equipping them with the confidence, skills, and direction needed to succeed in college, career pathways, the trades, military service, or the workforce?

With this shared understanding, Liberty High School defined its challenge — and committed to action. In partnership with our school district and local businesses and organizations throughout the Benicia community, we launched the Big Picture Learning interests model during the spring 2018–19 semester. Even though it was a labor of love and a master class in bureaucracy, we were able to get our first Learning Through Interests (LTI) students placed and learning in real world settings. What started as a bold experiment quickly became a cornerstone of our school.

Today, the Learning Through Interests program is a defining pillar of Liberty High School and a powerful example of what student-centered education can look like for at-promise youth. Through LTI, students work closely with an advisor to identify their interests, discover their “spark,” and design personalized learning experiences rooted in their identity, aspirations, and imagination. We design targeted excursions all around the Bay Area and beyond. Driven by student voice and feedback, Liberty High School created “leaving to learn” opportunities where students have worked alongside UC Davis researchers in their Spinning Salmon project, participated in the Forestry Challenge in the Santa Cruz mountains, talked to tattoo artists, attended the opera, visited the Solano County courthouse and interviewed judges, snowboarded with professionals at Palisades Tahoe, and had hands-on time inside training ambulances.

Building on these learning walks, we support students in going deeper into their interests by arranging informational interviews and job-shadow days. Students who choose to take the next step may participate in internships, working side by side with professionals in their fields of interest. Our students have interned at a local glassblowing studio, worked with seals at the Sausalito Marine Mammal Center, taught children music at In-Harmony, and partnered with Sustainable Solano to help design Front Yards of Hope.

Recognizing that not all students are immediately ready for off-campus internships, we intentionally expanded the LTI model to meet students where they are. Students can explore interests by taking community college courses. We partner with neighboring community colleges to ensure students are informed about a wide range of postsecondary options, whether that includes earning a CTE certification or completing A–G requirements to transfer to a four-year college. Guided by each student’s interests and “spark,” we take students to visit community college CTE classrooms and programs. As a result of these partnerships, 97 percent of our students now have an active California Community Colleges account.

For students who thrive best within the structure of the school, we bring the community to them. Using student interest surveys and ongoing conversations, we invite guest speakers from industry, vocational and technical programs, and higher education to come to our campus. We’ve welcomed professionals such as eyelash technicians, firefighters, real estate agents, and electricians to speak with our students. These experts often bring tools from their trade and share their career journeys, giving students the opportunity to ask questions and gain real-world insight into a variety of professions.

As students share their LTI experiences, something powerful happens: others want in, encourage one another, push past insecurities, and step into leadership roles they never imagined. By design, LTI creates a space where students collaborate, problem-solve, advocate, and lead. For students who have experienced academic trauma or marginalization, this shift — from disengagement to ownership — is transformative.

In the fluid environment of a continuation high school, where enrollment and student needs are constantly evolving, prioritizing a culture of belonging is essential. I often ground this work by reminding myself of my earliest conversations with my staff: Nothing is truly possible without a strong commitment to seeing and hearing our students through a lens of love and grace. This perspective is vital because our at-promise youth often struggle to recognize their own courage and agency. To shift this mindset, our LTI program is intentionally shaped by the students themselves. By centering their voices, growth, and self-advocacy, we show them that they have the power to drive their own learning.

I am incredibly proud of our students and staff for bringing the Learning Through Interests program to life. From the outset, our mission was to create a relevant, hands-on, and meaningful learning environment that challenges the biased narratives often associated with continuation education and at-promise youth. Most importantly, the true measure of our success is found in our students themselves — as they discover their strength, develop their voice, and advocate for their futures. Because of its impact, Liberty High School’s LTI program has earned the Innovation in Education Award from Sonoma State University, has been recognized as a vital component of our WASC accreditation, and was a key factor in receiving the California Model Continuation High School Award.

Kimberly Lewis is principal of Liberty High School in the Benicia Unified School District.