Head, Heart, and Hands
Life at LWHS
discover
Lick-Wilmerding High School
Founded in 1895, Lick-Wilmerding High School stands apart as a unique educational institution. In the pages to follow, you will learn more about our dynamic and challenging academic program, the way we weave innovation into our curriculum through the study of the technical arts, the opportunities students have to explore their emotional and physical selves through visual arts, performing arts, and athletics, and how we ask students to engage with the world in order to enact positive change. What may be a bit less visible in these pages are the relationships embedded in the fabric of the school that support these many endeavors of our students. At Lick-Wilmerding, students forge life-long connections with their peers, faculty, and the subjects they study. These relationships are born out of a passion shared by all members of our community to be fully engaged with each other and with all that our world has to offer, both locally and globally. Our mission affirms our commitment to developing the head, heart, and hands of our students, “inspiring them to become life-long learners who contribute to the world with confidence and compassion.� This attention to the whole person ensures that a Lick-Wilmerding graduate is an accomplished scholar, a creative thinker, and an agent for creating a better world. I look forward to meeting you at one of our Open Houses and invite you to attend any of our athletics, performing arts, or community events to become acquainted with our school. I appreciate your interest in Lick-Wilmerding, and as you continue to attain a more complete picture of life at LWHS, I hope you, too, will be captivated by our spirit and dedication to helping students succeed in becoming their authentic selves.
Eric J. Temple Head of School
passionate innovative inspired involved fearless joyful
be yourself
“As my senior year at Lick is coming to an end, I realize that if there is one thing I’ve learned about this school
the opportunities are boundless. As a freshman, I played
it’s that
a sport every season, and therefore found it hard to get involved in the theatre (which had been a passion of mine in middle school). However, through my Stagecraft class I got the opportunity to work backstage on the spring play where I built sets and worked behind the scenes.
In my four years at Lick-Wilmerding, the school has provided me with the opportunity to pursue all of my passions. Lick isn’t a place that fosters just academics, athletes, and artists, but encourages all three to manifest in one person.”
—James Evans ’14
“It was love at first sight when I stepped on campus in the fall of eighth grade, and in four years, I have grown to love Lick more than I can express. While all parts of the school deserve recognition: quality of teachers, small class sizes, selection of art programs, athletics, sense of community, social awareness— I appreciate its shop classes more than anything else. I have learned technical skills like machining, welding, and blacksmithing, but more importantly, I
have developed as a creative thinker and flexible learner. Lick has given me a dynamic and unorthodox space to learn and live its motto—head, heart, hands—and has taught me that with all my privilege comes responsibility to the greater community.”
—Glenna Roberts ’14
“Coming to Lick is one of the best decisions I’ve ever made, and going to school every day is a privilege. The classes I have taken, things I’ve learned, and relationships I’ve made have led me to be so much more comfortable and confident in myself. Being around enthusiastic, self-motivated people has inspired me to be the best student, friend, and community member that I can be. One
of the best parts about Lick is the diversity of perspectives, classes, and people. It’s always fascinating to learn about my peers’ experiences, passions, and identities that are different from my own. The only downside is not having enough time to do everything I want!”
—Natalie Gable ’15
Learn to weld, write a memoir, untangle differential equations, choreograph a
based on the rotating schedule. Athletic team
hip-hop dance routine, study the history of
after school, and most club meetings take place
revolutions in Latin America, sandblast glass and
during lunch.
stone, contemplate Plato’s ideas, conjugate French verbs in the perfect tense, unravel the mysteries of DNA, play the oboe, build your own robot — our course offerings inspire students to think
practices and performing arts rehearsals are held
Honors and advanced classes are offered across the curriculum as students select their required and elective coursework from the following areas:
analytically and creatively and develop physical,
• Body-Mind Education
cognitive, emotional, and aesthetic skills.
• Counseling • English
Our six-day, rotating, “Tiger Block” schedule with 75-minute classes allows students to take up to seven courses each semester* and delve deeply in their academic pursuits and make connections across disciplines. The school day starts at 8:00am with the exception of Mondays, when it begins at 8:45am. School ends either at 3:15pm or 3:30pm, *9th graders may take up to eight courses, if the eighth course is a Visual or Performing Arts elective.
• History and Social Studies • Mathematics • Performing Arts • Science • Technical Arts • Visual Arts • World Languages
be passionate
academics at LWHS What sets LWHS apart?
The Lick-Wilmerding community is incredibly diverse. Our students come from around the corner and around the globe; from public, private, and parochial schools.
These bright students come to LWHS eager, curious, and excited to learn and challenge themselves. Our supportive and stimulating atmosphere enables
students to take risks, value who they are, and envision unbounded futures.
Truly a Bay Area school — our 478 students represent more than 70 middle schools and reside in San Francisco, the East Bay, Marin, the South Bay, and the Peninsula. Furthermore, 40% of the student body
be innovative
comes from public and parochial middle schools, and students of color make up 57% of the population. LWHS is dedicated to sustaining and strengthening a diverse and truly inclusive community — one that is welcoming, safe, and respectful — where all
life at LWHS
students and families will thrive.
t e c h n i c a l a r ts
give students the opportunity to build a strong
In our 119th year, Lick-Wilmerding is the only
foundation in computer science principles and gain
independent high school in the nation that, in
the skills necessary to program processors for motor
addition to its rigorous college preparatory
control, sensor input, and data storage/retrieval.
program, also requires extensive work in technical arts and design. LWHS offers a unique collection of shop classes in electronics, wood, fabrications, jewelry, and robotics. Students are required to take a minimum of four semesters in the shops exploring one or more of the technical arts disciplines. As a pioneering institution in the technical arts, LWHS students work conceptually and physically with both their minds and hands.
the ethics initiative
Lick-Wilmerding’s Ethics Initiative engages students in the practice of ethical thinking and discourse, and challenges them to consider various perspectives and implications when faced with moral and ethical dilemmas. For example, the 10th grade English curriculum prompts students to explore terms like ethics, morality, integrity, and authenticity, during their study of literature.
machine intelligence and computer science program
12th graders attend a series of workshops driven by the essential question, “How do I find purpose
LWHS’ faculty are continuously examining and
and act with compassion and responsibility as
evolving the curricula to reflect the contemporary
a young adult?” A long-term goal of the Ethics
needs and interests of its student body. LWHS
Initiative is to build an inclusive, ethical community
offers unique technical arts courses that merge
as students complete their academic coursework
the fields of robotics, computer programming, and
through the lens of ethical reasoning.
physical computing. Courses within this program
making the future strategic directions 2013–2018 Lick-Wilmerding High School’s focus for the next five years is to build upon its strengths and refine its curriculum, pedagogy, and practices to continue offering students opportunities to develop the skills and habits needed to navigate an increasingly complex and dynamic world. LWHS must also ensure that the facilities will support the school’s aspirations, and that the financial investment needed to build its learning community is sustainable and beneficial.
This strategic plan builds upon what founding Head of School George Merrill (1895–1939) called ‘Industrial Intelligence;’ that is, the need to educate students so they fully understand the world and are active participants in making the world, not just letting the world impose itself.
This strategic plan is the result of the Board of Trustees’ and the Administration’s work together over the past 16 months, as well as conversations within the broader school community over the past several years. LWHS’ major goals for the next five years are to:
Advance teaching and learning with habits of mind. LWHS will implement schoolwide habits of mind to cultivate in students the skills and habits to build lives of consequence and fulfillment. Using the common language of habits of mind, LWHS will also work to advance the school’s leadership in promoting integrated thinking and to envision the future of civic engagement.
Sustain a vibrant learning community. Plan for a connected campus. LWHS will develop a long-range campus master plan to identify improvements that strengthen the connection of the campus to its educational goals.
LWHS will examine its admission, Flexible Tuition, financial, and fundraising policies and practices to be sure the school continues to build a unique learning community while also ensuring that its investment in access is sustainable.
Foster success. LWHS will leverage the strengths of its diversity to enhance the success of each student and the school community.
Something unique happens to LWHS students — they develop a confidence in their ability to learn, to with people from diverse backgrounds and experiences. LWHS graduates are self-aware, compassionate, and positive contributing citizens of the world.
students at LWHS
be inspired
communicate their ideas, to express themselves and to work
Lick-Wilmerding attracts well-rounded students with high academic potential who are self-motivated, resourceful, respectful of others, and excited about learning. The school empowers students to be self-directed, lifelong learners.
a sampling of lwhs student clubs and activities
Amnesty International A.S.I.A. Black Student Union Coding Club Community Action Club Drama Productions (Fall and Spring) Gay/Straight Alliance Hapa Club Jewish Student Union Junior Statesmen of America Kiva Club Latinos Unidos Lick-Wilmerding Organization of Women Lit Magazine Model United Nations Paper Tiger (school newspaper) Random Acts of Kindness Sailing Club Student Council “The Waves” A Capella Group Ultimate Frisbee Club
activities at LWHS
be involved
the center for civic engagement
Lick-Wilmerding is committed to being a private school with public purpose. The Center for Civic Engagement (“The Center”) offers opportunities for LWHS students to participate in programs related to social justice and equity, service learning, and student leadership. In every case, LWHS students are making a difference – both in the lives of those they serve and in their own. The Center is both a vehicle for, and an expression of, the school’s purpose – educating graduates with the capacity and commitment to make the world a better place. During their four years at LWHS, all students will grapple with various dimensions of service and philanthropy including responsiveness to communities, theories of change, and the ethical dilemmas that are an inescapable part of being a steward of one’s community, country, and world. At its core, The Center is an incubator for civicsin-action and a foundation for responsible and effective citizenship through three objectives: • Foster and support the integration of service and curriculum • Pilot and sharpen approaches to “learning by doing” • Engage students in addressing pressing community needs LWHS encourages its students to make their voices heard and to make a difference in the world. The larger community — local and global — is an extension of Lick’s classrooms, providing students opportunities for thoughtful and effective problem solving and stewardship. Whether it is by joining student council, running a school club, or facilitating diversity and educational programs like Walk with a Purpose, LWHS students make a positive impact on the culture of the School and the values it upholds.
athletics at LWHS
be fearless
Beyond the trophies and pennants won in many league, conference, and sectional championships, LWHS values athletics because participation brings out the best in our community. In 2013, schools in the Bay Counties League honored LWHS with the BCL West Sportsmanship Award for demonstrating excellent sportsmanship at league contests.
Lick-Wilmerding’s athletic program offers opportunities for the serious student-athlete as well as the recreational player. Competing on 30 interscholastic teams over three seasons in the Bay Counties League (BCL), LWHS student-athletes gain physical self-confidence and learn the importance of teamwork, sportsmanship, and discipline through athletic competition. Throughout the year, over 75 percent of the student body participates on athletic teams where the emphasis is not winning at all costs, but rather challenging students to excel to the best of their athletic abilities. Lick-Wilmerding has a rich athletic history. From the days of our powerhouse football program vying for the state championship game in 1923 to the present day where not a game goes by without hearing Coach Smith’s patented “Lick” cheer — sports memories are made and cherished at LWHS.
Lick-Wilmerding’s partnership with City College of San Francisco allows our student-athletes access and use of their athletic facilities. CCSF opened its $84 million state-of-the-art Community Health and Wellness Center in the Spring of 2008. The athletic complex consists of three levels and is designed to accommodate all levels of fitness — from the competitive athlete to a person solely interested in maintaining a healthy physical regimen. The Fitness Center houses 80+ individual workout and cardiovascular machines, an indoor heated 25 yard swimming pool, and multi-purpose spaces for martial arts, yoga, and dance. LWHS athletic teams also practice and play matches and games on eight lighted tennis courts, an all-weather track, and on soccer and lacrosse fields located directly across the street from our campus.
lwhs athletic teams
Girls Sports • Fall: Cross-Country, Tennis (Varsity and JV), Volleyball (Varsity and JV), Club Sailing • Winter: Basketball (Varsity, JV, and Frosh/Soph), Wrestling • Spring: Badminton, Lacrosse, Swimming, Soccer (Varsity and JV), Track & Field, Club Sailing Boys Sports • Fall: Cross-Country, Soccer (Varsity, JV, and Frosh/Soph), Club Sailing • Winter: Basketball (Varsity, JV, and Frosh/Soph), Wrestling • Spring: Badminton, Baseball, Lacrosse, Swimming, Tennis (Varsity and JV), Track & Field, Club Sailing
Our mission: To enrich the mental, physical, and emotional well-being of our students through competitive athletics where lifelong lessons of sportsmanship, individual effort, teamwork, integrity, commitment, and self-discipline are emphasized.
being yourself at LWHS
be joyful
“In my opinion, to call Lick-Wilmerding just a school would be a vast understatement. While Lick provides a challenging yet rewarding academic program for its students, for me, this place has been so much more. I have found myself on campus on countless weekends, either rehearsing for an upcoming dance concert, painting photo booth backdrops with fellow student council members for spirit day, or helping out at the open houses.
Through the countless activities that Lick offers beyond the classroom, I’ve built friendships with unique individuals who share similar interests with me, and I believe that those are the genuine experiences that have made my time here at LWHS worthwhile.”
—Julianne Sison ’14
“As an incoming freshman, I thought I knew a lot about Lick-Wilmerding from my brother who was a senior at the time. And yet, even having a brother who led the way before me, Lick has still surprised me. Not only was I able to dive
into new experiences
but I was able to branch out and become exactly who I wanted to be. Lick made it easy to balance sports and school freshman year, and it was during that time that I made lifelong friends on the cross-country team. Lick
allows you to be a renaissance man— to embody the arts, the brains, and the winning attitude that it takes to achieve happiness in life. Between the amazing friends I have made, the amazing food eaten, and the wonderful life I have been able to live due to Lick, I can honestly say that I don’t want to leave.”
—Stephen Page ’15
“My time at LWHS has been a dream come true. From the moment I walked into freshman orientation I have been amazed by the diverse and welcoming atmosphere that Lick creates for the entire student body, and by the enthusiasm everyone has for learning. This love of learning among the students is nourished by the amazing faculty and staff of LWHS. All
my teachers have an undeniable passion for their work and create an atmosphere that encourages us to delve deeper into our subjects. They have taught me to not only know the facts and dates of the topics, but to understand the significance those subjects have to our world today. I will never forget the engaging, nourishing, and diverse environment Lick has provided to help me and my fellow students develop our head, heart, and hands.”
—Brian Ebisuzaki ’16
Lick-Wilmerding is more than a school — it is a community of
Lick-Wilmerding welcomes and depends
families from different backgrounds,
in the school community, and there are
experiences, and perspectives committed
ample opportunities to get involved.
to educating our children in becoming
Periodic communication with teachers,
compassionate and confident citizens
parent-advisor conferences, the school’s
of the world. The family portraits that
website, and weekly publications all
follow capture moments and reflections
provide continuous dialogue and support
that reveal why families choose
the essential triangular relationship
Lick-Wilmerding, how they feel about
between students, parents, and the
the one-of-a-kind curriculum, and their
school. The Lick-Wilmerding Parents’
thoughts about being part of the LWHS
Association (LWPA) connects parents
community. Their sentiments affirm
with each other, as well as with the
the educational mission built upon the
administration, faculty, students, and
foundation of a diverse and inclusive
alumni. Parents are invited to attend
community dedicated to developing the
monthly LWPA meetings that spotlight
qualities of the head, heart, and hands in
pertinent and meaningful topics.
on the active engagement of families
all LWHS students.
By providing an unparalleled education, promoting leadership and collaboration, and fostering the growth of its students, LWHS has given Corey the tools necessary to carve the future he envisions. He is already a leader poised to take initiative in the real world and live as a civically engaged citizen. Corey ’14 and Rose
A lot of Corey’s growth is heavily attributed to a community norm that many students are encouraged
the Robinson and Bautista family
to follow at LWHS: “Lean into discomfort.” With these words in mind, Corey immersed himself in
When Corey first visited Lick-Wilmerding, he
first-time activities such as: cross-country, dance, and
immediately fell in love with the school and
track and field. By participating in these activities,
its mission. Upon arrival, we noticed students
and many others, during four years, Corey benefitted
were driven, creative, diverse, and dedicated to
from a sense of family that was fostered in every
collaboration. The Faculty are invested not only in
aspect of the school, and exemplifies that LWHS is a
their teaching, but also mentoring students toward
very special place where students have the ability to
growth and success.
discover a myriad of passions and thrive.
families at LWHS
be together
Financial support of LWHS beyond tuition is yet another way parents are involved in the school community. Every child who attends the school benefits from the generosity of others. LWHS sponsors annual fundraisers that support the financial needs of the school, and parents are at the heart of these important community events. Each gift, regardless of size, helps ensure the strength and excellence of Lick-Wilmerding for students of today and tomorrow.
Sarah ’14, Peter ’16, Chip, Tricia, Lily ’16
the Stone-Koch family All three of our children chose Lick-Wilmerding because of the students. There are many compelling things about LWHS’ academic program and community, but the students stood out to each of them as being the most motivating factor. LWHS
students are smart, engaged, and creative, as you would expect, but it’s their heart that really stands out. You can hear it on the sidelines of a track meet — they’re cheering for everyone. You can sense it in the audience during a LWHS’ performance — they are proud of each other. When listening to LWHS students speak informally, they make positive comments about one another. This is a really kind place with really kind kids. Lick-Wilmerding is a dynamic high school comprised of interesting and unique students who come together to create a compassionate and diverse community.
teacher throughout his four years. From his English teachers to his Cross-Country coach, they all became an extended family that Tony could turn to for extra help, guidance, or advice. Equally important is the human element we found at LWHS. The importance of the parent community at Lick cannot be overstated. You are inspired to get involved in school events because they are fun opportunities to meet like-minded individuals who Francisco, Alex ’18, Hilda, Tony ’14
the Martinez family Once Tony stepped through the doors for his “shadow visit” and our family attended an Open House, it was love at first sight! Meeting LWHS students, parents, and faculty felt like stepping through the “looking glass” and entering an amazing wonderland of education and community.
truly care about the education of their children.
Lick’s “head, heart, and hands” approach to education gave Tony a great education, enhanced his sense of responsibility to his community, and afforded him the opportunity to create beautiful works of art. We are also so gratified that our youngest son, Alex, will be joining the Class of 2018. Material possessions can be lost or taken away, but a Lick
The quality of Lick’s academic classes were
education is priceless and the greatest gift we can
rewarding, yet challenging, and Tony formed a
give our boys.
special personal relationship with almost every single
the Hou family Something about LWHS clicked for Kevin during his high school search. It
was a special combination of motivated students, engaging teachers, an inspiring athletic director, and all those shops that helped him see himself as a Lick Tiger. Fast forward to today and Kevin is absolutely loving Lick!
Megan, Esther, William, Emmie, Kevin ’16
Kevin draws energy from LWHS and considers it his home away from home. He commutes on BART from the Peninsula, uses his free periods to work on
LWHS provides a wonderful, supportive atmosphere
projects in the Shops, stays after school for sports,
for a diverse student body with passionate teachers
tries to make all the special events, and basically
nurturing students’ love of learning while developing
finds any excuse he can to be at school… and we can
their critical thinking, character, and leadership skills.
see why.
What more could parents ask for? LWHS is simply a jewel!
All freshmen participate in two semesters of Body-Mind Education. This credited course incorporates a range of tools for making healthy life choices, combining activity-based sessions with discussion, presentation, journaling, and home exploration. Students will reflect, respond, play, grapple, and experiment, ultimately cultivating practices of body and mind that will sustain them through the many challenges their lives will offer. The Body-Mind Education curriculum includes three distinct areas of study: Climbing, Health & Wellness, and Yoga. Upper grade level students can choose from a range of more specialized Body-Mind Education electives that require varying levels of commitment and offer continued practice and development of skills presented during the freshman year. • Freshman requirement: Health & Wellness, Climbing, and Yoga • Sophomore, Junior or Senior year electives: Backpacking Basics, Introduction to Meditation • Junior or Senior year electives: Peer Educators, Teaching Assistantship
COUNSELING Growing up in an increasingly complex world is not easy. LWHS counselors provide support in a safe, confidential space where consultation, counseling, and therapy are offered by drop-in or scheduled appointments. Students often self-refer, and may also be referred by parents, faculty or staff. Also offered are consultation services with faculty, staff, parents and guardians. The Counseling Department consists of the Director of Counseling, who is a licensed psychotherapist (LMFT), and the Counseling Intern (MFTI)/Health Educator. In addition, the Director of Counseling facilitates the Peer Counseling Program. Students of all grade levels may volunteer to be part of this program. These students learn counseling and group facilitation skills, and are then a resource to the community.
ENGLISH Courses in the English Department focus on the reading and interpretation of a diverse set of texts from a variety of genres. Students deepen their knowledge and understanding of these works through pair, small group, and whole class discussions. Writing assignments stress the development of literary analysis and offer students opportunities to stretch themselves creatively. Students are encouraged (and sometimes required) to revise their written work, engendering development of skill, discipline and an understanding of writing as a process. • • • •
Freshman Requirement: English 1 Sophomore Requirement: English 2 Junior Requirement: English 3 – Literature of the U.S. Senior Seminars Requirement (recent offerings): Shakespeare and Twain, Contemporary American Poetry, Gender and Sexuality in Literature, Literature of the Pacific Islands, Brave New Worlds, Hybrid Narrative: Stories that Break the Rules, The Immigrant Experience in Literature • Senior Elective (Semester long): Creative Writing: Fiction, Creative Writing: Nonfiction and poetry
HISTORY The history program at Lick-Wilmerding High School provides students with a global perspective on how the past has shaped the present. Paying attention to the political, economic, religious, and social forces that have influenced the modern age, students learn through writing, research, document analysis, projects, discussions, and other class activities. The department is committed to teaching
critical thinking, stimulating intellectual curiosity, and examining multiple perspectives. History faculty collaborate with the School’s library in order to keep pace with contemporary research methods. The three-year curriculum begins with World History in the sophomore year and U.S. History in the junior year. The LWHS History Department senior seminar classes are a culmination of the previous two years of survey coursework. They are intended to offer students an array of topic options in both Modern World and United States History, inspired by teacher interest that foster a semester-long intensive study. Despite differing content, the senior courses are united in the common skills taught, practiced, and assessed. • Senior Electives (recent offerings): Decolonizing the Mind – Postcolonial Africa, The Search for Meaning in World Cultures, Bearing Witness – Understanding the Holocaust and Genocides of our World, Define American – An Exploration of Immigration and the Immigrant Experience in the U.S., The U.S. and the Middle East, Popular Culture and Global Politics, A Fundamental Difference? Race, Class and Gender
MATHEMATICS The beauty and power of mathematics make it a vital component of secondary education. LWHS requires all students to complete at least three years of mathematics, and the vast majority of students opt for four years. Math is approached not just as a body of knowledge, but as a way of thinking. Students learn best, and are best able to apply what they learn, when they have the opportunity to construct their own understanding of mathematical concepts, so the faculty strives at all times to make the students active participants in the learning process. Cooperative investigation and problem solving in small groups are used extensively. Diverse means are used in order to assess student understanding and mastery, and in several classes this includes writing about math concepts. Lick’s offerings begin with Algebra 1 and include college-level classes in Calculus and Statistics. A test is given to incoming students to help determine appropriate placement. All classes are full-year and UC-eligible. • • • • • •
Algebra 1 Geometry: Inductive and Deductive Algebra 2: Regular and Accelerated Precalculus: Regular and Honors Calculus: Regular and Honors Statistics: Regular and Honors
PERFORMING ARTS In the Performing Arts, students learn to appreciate multiple perspectives and understand the role of performance as a powerful means of communication, expression, and reflection. Our department encourages students to explore their creative potential, provides a supportive environment to take artistic risks, and teaches the importance of persistence in all endeavors. We value a positive spirit of collaboration and also empower students to develop their individual artistic expression. Expectations are rigorous, and assessment is based on students’ progress toward mastery of craft, effective collaboration, and persistent effort. These practices and experiences serve students across the school wide curriculum and beyond. The Performing Arts department consists of four program areas: Dance, Instrumental Music, Theatre Arts, and Vocal Music. We offer introductory through advanced classes for credit within each program. The department also offers all students the opportunity to participate in the after-school Theatre Arts productions. Our performances and programs create strong connections throughout the community and exemplify the core of the school’s mission.
academic program
BODY-MIND EDUCATION
program areas the school
Lick-Wilmerding is a non-profit, independent, coeducational, college preparatory day school serving grades 9-12 with a tradition of integrating demanding academic courses with technical and fine arts. Endowed by San Francisco entrepreneur, James Lick, the California School of Mechanical Arts opened its doors in 1895. Subsequently, the “Lick School” merged with the Wilmerding School of Industrial Arts and the Lux School of Industrial Training. The School’s 478 students reflect LWHS’ strong commitment to cultural, social and socioeconomic diversity. For example, in a recent self-reported survey. the LWHS student body identifies as 8% African American, 18% Asian American, 41% Caucasian, 12% Latino, 4% Middle Eastern, 28% Multiracial. In 2014, there were 840 applicants for 118 places in the ninth grade; 128 students enrolled from 65 different middle schools. The Flexible Tuition Program awarded over $4 million to 39% of all enrolled students. faculty and administration
Our 75 full and part time teachers, administrators, and program directors hold 48 Master’s degrees and 6 Doctorates. Performing, technical, and fine arts teachers have supplemented their formal degrees with extensive work and performance experience.
DANCE The Dance Program is open to all students interested in dance from the beginner through the advanced dancer. Classes focus on technique, choreography and performance skills. Dance students study Contemporary and Urban techniques, learn the craft of dance composition, and approach the creation of dances as an artistic endeavor. Students choreograph dances and perform in each other’s pieces, as well as in faculty choreography for bi-annual dance concerts. The program strives to meet the individual goals and levels of all students, encourages the development of personal expression and style, and fosters a strong community of dancers through collaboration and group work. • Dance 1, 2 • Dance Ensemble INSTRUMENTAL MUSIC The Instrumental Music Program at LWHS is designed to provide musical opportunities for wind, brass, percussion, keyboard, and string players (guitar and bass included) from the intermediate through the advanced levels. It is a multi-faceted and progressive program that emphasizes instrumental proficiency and ensemble experience. • • • •
Introduction to Instrumental Music 21st Century Ensemble Advanced Jazz Ensemble Chamber Orchestra/Advanced Chamber Music
THEATRE ARTS The Theatre Arts Program is designed to equip students with a solid understanding of the theatrical process in an atmosphere that values exploration, creativity and collaboration. Students may take classes as electives or may complete many classes with the intention to major in theatre at the college level. Students may choose the Directing Track, an advanced study involving a series of theatre classes that culminate in directing a one-act play for our annual festival of new works. The program also arranges field trips to popular local theatre productions and supplements courses with visiting guest artist professionals. • • • • • •
Acting Acting Intensive Directing Improv Playwrights and Performers Stagecraft
VOCAL MUSIC Through the lens of choral music, students will learn more about themselves, the world around us, and the art of collaboration. The Vocal Music Program encourages students to explore their creativity, develop healthy vocal production, refine the art of music making, reflect on self-created work, and to learn expression through singing. Repertoire will range from Renaissance to Popular and World Music. Students are given the opportunity to sing in small groups and large ensembles, and the Vocal Music Program is aligned with the National Standards for Music Education as developed by the Music Educators National Conference. These standards are the guiding principles for providing a well-rounded music education to students in the Vocal Music Program at LWHS. • Men’s Chorus • Women’s Chorus • Vocal Ensemble
SCIENCE Science empowers students to share in the joy of comprehending the natural world. Science is a way of thinking, a process—much more than a collection of facts. Students discover content through inquiry, curiosity, and exploration. Students will ask questions, design experiments, and analyze data. They will also learn to look at concepts from multiple perspectives and to relate science to everyday experiences. Classes offer a mix of discussions, group work, lab experiments, lectures, and projects. Examples, analogies, and lab experiments help students discover and apply concepts. The learning environment is collaborative, enriched by varied learning styles and life experiences. Students also consider the political, ethical,
and social dimensions of the subject matter. Students take biology in 9th grade and chemistry in 10th grade. In 11th and 12th grades, students can choose among the elective offerings. We encourage students to make a four-year plan and discuss their choices and goals with teachers and advisors. • Freshman Requirement: Biology • Sophomore Requirement: Chemistry • Junior and Senior Electives: Anatomy and Physiology, Honors Biology, Brain and Behavior, Honors Chemistry, Genetics and Evolution, Marine Ecology, Physics, Honors Physics
TECHNICAL ARTS The Technical Arts program is a place where the head, heart, and hands converge, providing opportunities to tackle real world design challenges. Remaining faithful to its century old history as an innovative institution in the technical arts, Lick-Wilmerding High School offers a unique collection of shop classes. This is an important part of the school’s mission of developing in young people those “qualities of the head, heart, and hands” which will serve them well in college and in life. LWHS students learn to work conceptually and physically, moving from theory to practice in order to bring the designs of the mind into the physical world. Technical Arts department objectives include cross-disciplinary and collaborative learning, skills for engineering, effective problem solving, creative expression, competency in the language of craft and design, and personal empowerment through self-confidence and self-esteem. All courses can be taken multiple times for credit with the permission of the instructor and when space in the course is available. The school requires all students to take a minimum of four semesters in the Technical Arts. Besides taking Design and Technology (DT1) in the ninth grade, students must choose two other semester-long classes that meet in the shops: Electronics, Computing, Metal Fabrications, Jewelry/Metal Art, or Woodworking. • Freshman Requirement: Design & Technology (DT1) • Electronics Shop: Circuits and Electronics – Analog and Digital, Circuits and Electronics – Device Invention, Sustainable Energy • Fabrications Shop: Metal Fabrications – Kinetics, Metal Fabrications – Rethinking Furniture, Metal Fabrications – Private Skills for a Public Purpose • Jewelry Shop: Jewelry/Metal Art 1, Jewelry/Metal Art 2, Jewelry: Mixed Media Lab • Wood Shop: Wood – Joinery and Turning, Wood – Engineering the Chair, Wood – Private Skills for a Public Purpose • Robotics/Computer Science: Building and Programming Intelligent Machines – Level 1, Building and Programming Intelligent Machines – Level 2
VISUAL ARTS The Visual Arts Department nurtures perception, thinking and expression. According to Spanish philosopher, Jose Ortega Y Gasset, “Art is creation, renewal, and freedom.” Zen master, D.T. Suzuki asserts that it rises “…from the isness of things, unhampered by senses and intellect.” We believe that it empowers the discovery of creative promise within. Visual Arts teachers encourage students to explore their imagination, tap into their experience and knowledge about the world, and trust their unique vision without fear of failure. We stress visual literacy, conceptual thinking, experimentation, craftsmanship, and commitment. We ask LWHS students to explore, take risks, persevere, and deepen their visual perceptions honestly, reflectively, and carefully. Our intention is to inspire them to be curious, creative, and courageous, but also disciplined and attentive. We hope that through the development of their visual literacy, LWHS students will become more confident in the uniqueness of their vision. Teacher-artists in the Visual Arts Department nurture respect for cultural heritage as well as for contemporary art. Our courses provide more than art foundations; they instill life skills that will serve students beyond the classroom. Through varied course offerings students engage in asking essential questions about the visual world, develop skills in making important
artwork, and use artist’s habits of mind in their inquiry and process. We expect that through engagement in our program, students will become active contributors to a culture that values art. We hope that through effort, perseverance, and inquiry, students will achieve a deeper visual understanding of their world and that they will be inspired to create in the future.
means of creative communication. Design, composition, and aesthetic perception will be emphasized. Skills in the use of the manual 35mm camera, as well as darkroom procedures and processes are taught. Topics may include the cultural and historical impact of photography, alternative photographic image making, and digital photography.
WORLD LANGUAGES
jellis block
In an increasingly interdependent world, communication and interaction with people in their native languages helps foster positive relationships. In addition to the practical benefits of speaking other languages, knowledge of another language encourages different ways of viewing the world we share. Lick-Wilmerding is committed to fostering students’ proficiency in another language, as demonstrated by the depth of the curriculum and the length of study required: three years of study in one language, or two years of study in each of two different languages, or in study of one language through level 4 or 4 Honors.
ARCHITECTURAL DESIGN Architectural Design students explore the world of their imagination as they learn principles of architectural composition. They address foundations of the design process such as form, function, proportion, scale, and space. Through a number of individual projects, students learn about specific requirements for the design of private and public spaces. Great emphasis is placed on creativity, graphic presentation, and computer skills. In addition, students practice hand sketching and coloring, as well as model making. Studio work is supplemented by a survey of important monuments in the history of architecture, guest appearances by local architects, and field trips to design studios.
Students’ four basic language skills (listening, speaking, reading, and writing) are developed while exploring the cultural contributions of diverse regions united by a common language. Teachers use a dynamic approach that incorporates a broad array of materials, such as up-to-date texts and workbooks, classic and contemporary literature, films and shorts, documentaries, current events, Internet sources, music and audio CDs. Class activities (designed to address various learning styles) may include pair and small group work, games, student-led classes, student presentations, skits and role-plays, student-made videos and iMovies, research projects, and exploration of community resources.
• Architectural Design • Advanced Architectural Design FILM Using the history of film as a context for learning, students will study various techniques and methods and apply this knowledge to their own original projects. Camera and tripod use, cinematography, editing techniques, sound, and the narrative form will be studied. Students also receive the technical training necessary in order to create their own films from inception to creation. Visual problem solving, long term planning, careful attention to process, and other habits of the filmmaker are emphasized, so that students may develop and communicate their individual points of view.
Recognizing that students progress at different rates, the department is sensitive to each student’s unique needs and, when possible, offers accelerated or honors sections for students capable of a more demanding pace. All courses are year-long.
• Film 1 Media for Social Change, Film 1 Cinematic Storytelling • Film 2 Advanced Film Studio, Film 2 Bay Area Cinema
• French 1, 2, 3, 4/4 Honors • Mandarin Chinese: 1, 2, 3, 4 Honors • Spanish: 1, 1 Accelerated, 2, 2 Accelerated, 3, 3 Honors, 4, 4 Honors
PHOTOGRAPHY Students will pursue self-expression and develop their own artistic voice, while examining a variety of photographic methods and processes. Course work considers the particular qualities of photography as a visual art, and as a
LWHS GRADUATION REQUIREMENTS
1 year 9th
Mathematics (3 years) 3 years required, 4 years recommended
English (4 years) 1 year 9th
Science (3 years) 1 year 9th (Biology)
1 year 10th
1 year 10th (Chemistry)
1 year 11th
1 year 11th or 12th
(1 year)
1 year 12th History and Social Studies (3 years) 1 year 10th 1 year 11th 1 year 12th
Technical Arts (2 years) 1 year 9th (Design & Technology)
Public purpose is one of the three pillars of LWHS’ mission. During Jellis Block, students formally build relationships within and beyond LWHS by serving the community and applying schoolbased learning to real world challenges. Participation in Jellis Block is a graduation requirement for all students. philanthropy initiative
10th and 12th grade LWHS students grapple with questions about social justice, equity, and ethics as it pertains to giving. An exploration of these topics prepares students to think critically about why they should give and what giving responsibly means. Students directly engage in service learning projects to share their talents, strengths, and resources with the community. The culminating project for the class is to lead a thorough selection process to grant $20,000 to a philanthropic cause of their choice. bay area blended consortium
The LWHS course catalog is available online at www.lwhs.org.
Body-Mind Education
teaching assistants
• Drawing and Painting • Drawing and Painting the Mural
STUDIO ART Students learn and refine new techniques, keeping expression and skill at the center of what they create. While a variety of materials and methods will be explored, assignments are structured to encourage thinking through exploration and discovery. Through the further examination of the technical, historical, aesthetic, cultural, and contemporary concerns of art and artists, students will develop their own personal and artistic ways of working.
CONTEMPORARY MEDIA AND ART Visual Art is the foundation through which students find their own creative commentary about a variety of important social issues. They work with conventional studio art tools and mixed-media, as well as computer applications and video. Class projects are unified through thematic content, but remain interdisciplinary and cover a broad set of conceptual and method-based explorations. Students become conversant in the vocabulary and theory of visual design, and learn to apply these skills in the language of art critique. A major goal of this course is to teach for fluency and understanding of the elements and principles of design. Achieving this, students may expand their perceptions of art and better understand messages that surround them, while becoming more discerning consumers and interpreters of media.
independent study/
Juniors and Seniors may request a semester-long Independent Study or Teaching Assistantship. An Independent Study investigates a topic not taught/covered in detail in a LWHS course. Teaching Assistantships allow students to experience what it means to be a teacher and process the opportunity through thoughtful reflection.
• Photography 1, 2
program areas
Special Programs
Visual and Performing Arts (1 year) 1 year 9th (Contemporary Media
and Art)
World Languages (3 or 4 years)
3 years of the same language or 2 years each of two different languages* Jellis Block (4 years)
*A student who places into an advanced level of one of the languages offered and who completes the highest course offered in that language will satisfy the requirement and will not be required to start another. The highest courses offered are Spanish 4 Honors, French 4/4 Honors, and Chinese 4 Honors. A student in this situation must still carry a total minimum course load of 6 courses.
LWHS students can take elective courses that combine online learning with direct classroom instruction and experiential learning. Course instructors are faculty from the five consortium schools: The Athenian School, The College Preparatory School, Lick-Wilmerding High School, Marin Academy, and The Urban School. By learning through a blended model, LWHS students prepare for the changing methods of instruction they will experience in college, while preserving the core relational culture that lies at the heart of LWHS’ educational mission. BlendEd offerings are full credit, graded courses, and may count as a student’s sixth course.
CUMULATIVE UNWEIGHTED GPA
SAT SCORES
SAT SUBJECT TEST SCORES
(FIRST SIX SEMESTERS—CLASS OF 2015)
(CLASS OF 2014)
(CLASS OF 2014)
Quintile
Average GPA
3.93
Range GPA
average scores
4.0-3.88
Critical Reading
Math
Writing
678
685
1st
2nd
3.81
3.87-3.75
3rd
3.70
3.74-3.64
4th
3.54
3.63-3.45
5th
3.23
3.44-2.49
111 Students Mean Cumulative Unweighted GPA: 3.64
662
complete ran ge of scores
Critical Reading
Math
Writing
480-800 460-800 400-800
SAT Subject
Avg. Test # of Scores Students
Biology Ecology 653 3 Chemistry 672 23 Chinese w/Listening 680 6 English Literature 656 1 French 677 63 French w/Listening 780 6 German 800 2 German w/Listening 750 1
SAT Subject
Avg. Test # of Scores Students
Math Level I Math Level II Physics Spanish Spanish w/Listening U.S. History World History
606 10 723 72 685 16 687 36 732 6 570 6 640 1
Over the past four years, 19 students have earned National Merit commendation; 5 have been named Finalists. There have been two Finalists in the National Achievement Scholarship Program and three have been selected for the National Hispanic Recognition Program.
COLLEGE MATRICULATION Each year, 98 to 100% of our graduates attend four-year colleges or universities; others will take a gap year or attend a community college. Lick-Wilmerding students from the past four years have attended the following schools: University of Aarhus
1
Colby College
1
Lewis & Clark College
7
University of San Diego
1
American University
4
Colorado College
2
Loyola University New Orleans
2
University of San Francisco
5
Amherst College
5
Columbia University
3
Luther College
1
Santa Clara University
4
Azusa Pacific University
1
Connecticut College
9
Savannah College of Art and Design
Babson College
4
Cooper Union
Bard College
2
Cornell University
Barnard College
4
Dartmouth College
Bentley University
1
University of Denver
Boston College
1
Dominican University
Boston University
6
University of British Columbia
1
Macalester College
2
Massachusetts Institute of Technology 5
School of the Art Institute of Chicago
1
4
McGill University
3
Scripps College
2
6
University of Michigan
8
Skidmore College
2
4
Middlebury College
6
Smith College
2
1
Mills College
1
Duke University
2
Mount Holyoke College
1
Southern California Institute of Architecture 1
2
University of Edinburgh
2
New York University
20
Brown University
12
Emerson College
2
North Carolina State University
Bryn Mawr College
1
1
Northeastern University
7
1
Northwestern University
10
5
Oberlin College
4
5
Occidental College
7
1
University of Oregon
University of California Berkeley Davis Los Angeles Merced San Diego Santa Barbara Santa Cruz
12 3 3 4 2 6 9
California Institute of Technology
2
California Lutheran University
1
California Polytechnic State University San Luis Obispo 7 Pomona 1 California State University East Bay 1 Sacramento 1 San Francisco 4
Emory University
Franklin and Marshall College George Washington University Georgetown University
Georgia Institute of Technology Hamilton College - NY
1
1
4
1
Parsons The New School for Design
Harvard College
3
University of Pennsylvania
4
Harvey Mudd College
2
Pitzer College
4
1
Polytechnic Institute of NYU
2
1
Pomona College
5
1
Pratt Institute
2
Howard University
2
Princeton University
3
University of Puget Sound
4
University of Redlands
1
Reed College
3
Rensselaer Polytechnic Institute
3
Rhode Island School of Design
3
Rice University
1
Haverford College University of Hawaii at Manoa Hofstra University
University of Illinois at Urbana-Champaign
1
Indiana University at Bloomington
1
Ithaca College
1
Carleton College
1
Johns Hopkins University
Carnegie Mellon University
8
University of Kentucky
Case Western Reserve University
1
Kenyon College
2
University of Chicago
3
Lehigh University
1
Clark University
2
7
1
1
Rochester Institute of Technology
1
University of Rochester
1
University of Southern California Spelman College
1
Stanford University
15
Stetson University Syracuse University
1
4
Tufts University Tulane University
14
12
5
Vassar College
4
University of Virginia
1
Washington and Lee University
1
Washington University in St. Louis
5
University of Washington Wesleyan University
5
8
Westmont College
1
Whitman College
3
Whittier College
2
Willamette University
3
Williams College
3
University of Wisconsin, Madison
1
Worcester Polytechnic Institute
1
Yale University
5
Lick-Wilmerding is fully accredited by the Western Association of Schools and Colleges and is a member of the National Association of Independent Schools, the National Association for College Admission Counseling, the College Board and A Better Chance.
Lick-Wilmerding’s Mission Statement A private school with public purpose, Lick-Wilmerding High School develops the head, heart, and hands of highly motivated students from all walks of life, inspiring them to become life-long learners who contribute to the world with confidence and compassion.
lick - wilmerding high school lick - wilmerding high school
755 Ocean 755 OceanAvenue Avenue
••
SanFrancisco, Francisco,California California94112 94112 San