Hyde Leadership Public Charter High School’s academic program is designed to challenge, engage, develop, and support lifelong learners. In each classroom, students are challenged to go after their personal best by peers and teachers. Teachers set high expectations for our students and facilitate learning through a thoroughly-mapped curriculum that is aligned to the DC Public Schools standards of learning and the DC Comprehensive Assessment System (CAS).
At the center of the academic program is the will and desire for every student to perform well in any university setting. Once a student leaves Hyde-DC, the expectation is that he or she will pursue higher education and that Hyde has sufficiently prepared them for that challenge.
The core academic program at Hyde-DC's High School consists of five departments: Language Arts, Mathematics, Science, History/Social Studies, and World Languages.
In addition to five academic courses, each high school student takes three seasons of Co-curricular activities and a full year of Reflection Experiences (School Meetings, Discovery Group Seminars, Journaling, recognition, and Family Weekends, FLC retreats, and Outdoor Challenge Outings).
The classroom is not the only place where learning happens; it is in everything a student does from the moment they walk into the school building until the moment they leave. Hyde-DC teachers and parents work together to ensure that learning is occurring in the home to support the learning environment at school. Hyde’s High School academic program is a dynamic blend of strong instruction, a caring and concerned staff, and students with a strong desire to learn.
Since the school services students from all around city, with many different abilities and disabilities, Hyde Leadership Public Charter School has opted to use a full inclusion model to serve the needs of all students. The cultural climate of Hyde-DC and attitude of Hyde administrators, teachers, and support staff embrace the belief that children with disabilities, to the maximum extent possible, belong in classes and the school community in general with students who are not disabled.
