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Telra Institute is a tuition-free public charter school in Charlotte, NC that provides a rigorous and accelerated experience for advanced learners. A challenging and accelerated experience for advanced learners Welcome to Telra Institute Telra Institute is a tuition-free charter school Enrolling grades K-11 in Fall 2026 Telra will expand through K-12 in Fall 2027 How to enroll Register for placement testing or tours Admission lottery: results and video New applications will go on waitlist in order received Watch our information session videos for prospective families 1. Why Telra Play Video Facebook Twitter Pinterest Tumblr Copy Link Link Copied 2. Mission Curriculum Placement Play Video Facebook Twitter Pinterest Tumblr Copy Link Link Copied Telra Institute is a tuition-free public school in the south Charlotte metro. Read about our location, calendar, transportation, meals, uniforms, and more. Let's Go! countdown What makes Telra different? Our Approach Our grouping model optimizes instructional time 15-35% More learning What program do we offer? Our Curriculum The Telra experience looks different for every student Each child follows their own trajectory through Telra Learn More

We're excited to open our doors in Fall 2021. Here's more info on our location and future growth, as well as transportation, meals, uniforms, and cleaning protocols. Attending Telra Location Transportation Hours & Calendar Meals Uniforms Wrap Around Care Our Location Telra Institute was excited to open its doors in Fall 2021 on the campus of Matthews United Methodist Church. Our school building, formerly the church preschool, was already configured for young children, and we upgraded and outfitted the classrooms in preparation for our opening. In addition to classrooms, we were gratef to have access to outside space, playgrounds, a gym, and plentiful parking. In Fall 2022, we opened our K-8 in a custom-designed building on a separate site in South Charlotte in the Providence / 485 area at 4150 McKee Rd. In January 2026, we will open our high school in Matthews at 3130 Campus Ridge Rd. Our Location > Location Transportation Telra wants to ensure transportation is not a barrier to attendance. Parents have multiple transportation options: Individual parent drop-off and pick-up School bus – Telra draws students from a wide area and offers families access to a free shuttle stop school bus system. Sign up details are provided to enrolled families. Arrival & Departure Meals Telra offers a daily nutritious hot lunch service as part of the National School Lunch Program. Families can qualify for free or subsidized meals. Children are of course welcome to bring lunch from home. Please contact us if you have any questions. Purchase Lunch > Uniforms Telra Institute recognizes the benefit that dress code and uniform standards have in creating a distraction-free environment for learning and in contributing to school identity and spirit. Click here to learn more. Uniforms Meals Transportation Hours Calendar Hours & Calendar Telra's school day starts at 8:15 a.m. and ends at 3:30 p.m . Telra’s school calendar is designed on a trimesters (10-13 weeks long) and semesters (~16 weeks long). Click to enlarge Before & After School Care Wrap Around Care We are pleased to offer before and afterschool care to help our families. Learn more about our program and sign up here .

Grades and Trajectories All of our students follow the Telra Institute course of study. However, each student follows their own trajectory through that course of study. That means students can progress at different rates in different subject areas, some may go fast er or slower at times, some may need extra support or enrichment, some may skip over content they already know, and some may need to repeat content to gain mastery. Zone of Proximal Development The concept of the Zone of Proximal Development (ZPD) is critical to Telra’s approach. Students learn best while experiencing the “productive struggle” of working in their zone of proximal development – not so easy that it leads to boredom, not so hard that progress is hopeless. In Telra’s grading system, scores of 70-89% indicate that a student is working within this zone. That’s our target and it's reflected in the visual depiction of the Telra standard grading scale. Unlike the traditional A-F scale, which encourages students to optimize for A's rather than optimizing growth, our focus is keeping most students in the Z to Z+ zone.* This can require some adjustment for families who might be accustomed to earning A's and scoring 95% and above. At Telra, scores in that range are a signal a student is not being sufficiently challenged. When data indicates that a student is significantly and consistently above or below their ZPD, it suggests that an intervention may be needed. * E xception: Telra aw ards A-F grades for high school credit courses but high school courses taken prior to 9th grade do not factor into a high school GPA A student's position relative to their ZPD (in each subject area) affects their trajectory through Telra In ZPD - Standard Advancement Below ZPD - Support Interventions Above ZPD - Extension Interventions Placement decisions No two students are alike. Why would we expect them to follow identical trajectories through school? In the Zone - Standard Advancement Students performing at an average of 70-89% in their classroom assessments are receiving the appropriate level of challenge within their ZPD or ZPD+ . These students remain in their active instructional groupings and are on track to proceed to the next course in Telra's course of study for that subject area. In general, this means that, at year end, we would be able to answer yes to the two questions below and these students would receive a standard grade-level promotion at year-end. Standard Grade-Level Promotion Criteria Looking back over the past school year, has the student performed in their Zone of Proximal Development (or above) at the grade-level minimum course (or above) in each subject area? If not, has the student met the alternate qualification by surpassing standardized test thresholds? Looking ahead to the next school year, do we believe the student will be able to perform in their Zone of Proximal Development (or above) at the grade-level minimum course (or above) in each subject area in the next grade level? InZone Below ZPD - Support Interventions When students are performing in the Sub ZPD zone (60-69%), they enter our early intervention process, which begins with in-class reteaching of content and could involve support during Flex or Explore and independent practice. If students enter their ZPD after early intervention, they remain in their instructional group. However, if students do not enter their ZPD, they enter our intensive intervention process. When students are performing in the Out of ZPD zone (<59%) or early interventions have not helped students enter their ZPD, students enter intensive interventions . In intensive intervention, our first option is always an instructional group change, if available. When an instructional group change is not possible or does not allow a student to enter their ZPD, they begin to receive small group intervention in addition to the early interventions. This can take place during Flex or Explore, or during other times as offered by Telra, which may include before or after school, weekends, or during school breaks. Grade level retention conversations begin when students enter our intensive intervention cycle. When intensive interventions are unable to close gaps to allow a student to be successful under standard promotion, grade level retention is considered. Grade Level Retention Questions When considering grade level retention, we ask the following questions: Does data suggest the student has not demonstrated proficiency in one or more subject areas? Are better fitting instructional groups unavailable to the student under standard promotion? Does data suggest that the student is unlikely to meet performance expectations across subject areas if promoted? Is standard promotion with intervention unlikely to close gaps within the academic year? Will grade retention offer a better fit in terms of ability to access appropriate curriculum content and support academic growth in the student’s ZPD than standard promotion? When answering these questions, we may also look at the trajectory for the student over multiple years. Additionally, we consider many sources of data when determining readiness, including course grades, placement testing, and standardized test scores. We understand that the topic of grade retention can be fraught, and that some schools have different perspectives on the matter. Similarly, many families have widely divergent takes on the practice; some welcome giving their children more time to master material, while others are concerned about "keeping up" with an age group. At Telra, we are working to normalize the idea that every student needs to follow their own trajectory in the same way that we are normalizing mixed-age grouping for instruction. Academic considerations (the student's ability to access their ZPD) drive Telra's instructional group and grade-level placement decisions. Social promotion, while seemingly empathetic in the short-term, does a disservice to children in the long-term. Moreover, social promotion is not supported by North Carolina State Law (see § 115C-83.7 - Elimination of social promotion). Accordingly, Telra does not engage in social promotion. The promotion and retention criteria discussed here apply uniformly to all students. There are no exceptions to this requirement. This means that s tudents who may have been retained before and students who receive special services (such as Individualized Education Plans or 504 accommodations) must also meet these expectations for promotion. Above ZPD - Extension Interventions When students are performing above their ZPD (90-100%), they enter our extension intervention cycle. When making instructional group changes in these situations, students often need to bridge the gap between their current placement and the next instructional group. This could be a small-group pre-teach of content, more intensive additional instruction, or independent assignments. This can take place during Flex or Explore, or during other times as offered by Telra, which may include before or after school, weekends, or during school breaks. Grade level acceleration conversations begin when students cannot access the most appropriate instructional groups for them based on their current numerical grade level. Grade level acceleration question When considering grade level acceleration, we ask the following questions: Is the student consistently scoring Beyond Zone of Proximal Development (B+) on assessments? Are better fitting instructional groups unavailable to the student in their current grade or under standard promotion? Does data suggest the student would be able to perform in their ZPD in classes offered in each subject area in the accelerated grade? Can interventions reasonably close any gaps created by acceleration? Does the accelerated grade offer a better fit in terms of ability to access appropriate curriculum content and support academic growth in the student’s ZPD than the alternative? Since the Telra model permits frequent and flexible subject acceleration, grade-level acceleration is often not necessary. Nonetheless, sometimes grade-level acceleration is the best option for a student, and it is consistent with the Telra vision of individualized trajectories to maximize learning. While other schools frequently raise social/emotional objections to grade-level acceleration, research on both short and long-term impacts shows that these concerns are unwarranted. Above Below Placement Decisions Instructional group and grade level promotion, retention, and acceleration decisions are advised by a team with knowledge of the student and their performance. The team may include members such as school leadership, classroom teachers, interventionists, exceptional children’s teachers, and parents. Ultimately, all placement, promotion, retention, and acceleration decisions are at the discretion of the student's school Principal as is authorized by State Law. Decisions

Telra UNC Charlotte Learner Investigation Program - TULIP is a collaboration between Telra Institute and the Cato College of Education at UNC Charlotte to identify and cultivate academic talent in children. Our long-term goal is to broaden and strengthen the pipeline of future scholars by supporting young learners and their families with educational resources, guidance, and programming to fully develop their potential. T elra U NC Charlotte L earner I nvestigation P rogram TULIP is a collaboration between Telra Institute and the Cato College of Education at UNC Charlotte to identify and cultivate academic talent in children. Our long-term goal is to broaden and strengthen the pipeline of future scholars by supporting young learners and their families with educational resources, guidance, and programming to fully develop their potential. 2022-23 Program Offerings Math Enrichment with the Charlotte/Mecklenburg Math Club The Math Club began in 1987 to provide enrichment and challenges for students who have interest and ability and mathematics. In monthly meetings, students work individually and in small groups, supported by mentors, to solve problems from various areas of mathematics and hear occasional presentations. Various divisions available for grades 4-12, and no registration is required. In-person meetings at Telra Institute , 4150 McKee Rd, Charlotte, NC 28270 October 8, 9:30am November 12, 9:30am (Special presentation from Angelina Quan, NCs top scorer in the AMC 10, at 11:30) Ja nuary 14, 9:30am-12:30pm February 18, 9:30am-12:30pm March 18, 9:30am-12:30pm April 22, 9:30am-12:30pm Po-S hen Loh 2023 Math Tour How to S urvive the ChatGPT invasion Prof. Po-Shen Loh is a social entrepreneur and inventor working across mathematics, education, and healthcare. He is a math professor at Carnegie Mellon University and the national coach of the USA International Mathematical Olympiad team. He has pi oneered innovations ranging from a scalable way for people to learn challenging math live online from brilliant people to a new way to control pandemics by leveraging self-interest Telra Institute , 4150 McKee Rd, Charlotte, NC 28270 Wednesday May 23, 7:00pm Tickets are free, but seats are limited Pre-registration required Prior Offerings Virtual Seminar - Challenges of Parenting a Gifted or 2E Kid Presenter: Alyse Bone , MS, CRC, LCMHC, RYT-200 Watch recording below. February-April 2022: Asynchronous Development in Elementary-aged students (rising K to rising grade 5) We know that talented young learners often develop in asynchronous ways, with some sets of capabilities maturing faster than others. Research staff from UNC Charlotte are offering a free multi-dimensional set of assessments that measure overall development, with a particular focus on language, reading, mathematical, and social-emotional development. Parents are also asked to complete a set of rating scales to help gain a full picture of your child’s social-emotional development. Why participate? Gain a better understanding your child – All the assessment results will be provided to you. Receive tailored guidance Educational resources or next steps for your child recommended by UNC Charlotte education experts Social-emotional advice and support resources provided by a psychologist who specializes in working with gifted and 2E children (student identities are not disclosed to the psychologist) Receive more personalized education For Telra students, the results can help staff to better understand and accommodate your child’s learning needs For non-Telra students, you can choose whether or not to share the results with your child’s school Certify your child for school gifted and talented programs Most schools do not provide free testing for gifted qualification until late 2nd or 3rd grade Securing this suite of assessments on your own could cost hundreds of dollars Note: TULIP offers a very common set of assessments, but we make no guarantee that these are accepted your school. Please check your own school/district policies regarding gifted/AIG/TD identification. Surface indications of any learning differences, such as ADHD or ASD, that could benefit from early identification and management. Help advance UNC Charlotte’s research on asynchronous development in children, with a particular focus on gifted and 2E learners. Assessments details Depending on your child’s age, they would participate in most or all of the following assessments: Screening Assessment for Gifted Elementary and Middle School Students (SAGES-3 ) Test of Phonological Awareness (TOPA-2+) Peabody Picture Vocabulary Test (PPVT-5) Expressive Vocabulary Test (EVT-3) Raven’s Progressive Matrices (RPM/RCPM) The overall assessment time is 2-2.5 hours, plus 30-60 mins across multiple play breaks. Parents of participating children will be asked to complete a set of surveys related to your child’s academic, development, and social-emotional development. Completion of these forms should take 55-75 mins. Child Behavior Checklist (CBCL) Behavior Assessment System for Children (BASC-3) Vineland Adaptive Behavior Scales (Vineland-3) Parenting Stress Index (PSI-4) Questions? TULIP@telra.org

Inspired and excited by the Telra mission? Join Us! We are assembling a high-performing team to work with our novel educational model in a culture that prizes education and esteems educators. Hiring in all roles. Equal Opportunity Employer Inspired and excited by the Telra mission? Join Us! We are assembling a high-performing team to work with our novel educational model in a culture that prizes education and esteems educators. Candidates will find a supportive environment and opportunities to excel professionally, intellectually, and financially. Telra Institute is an Equal Opportunity Employer Open Positions We are always hiring for teachers, operations support, and administrative staff across multiple grade levels and subjects. If you think you'd be a great fit, please email us your resume/cover letter and convince us! jobs [at] telra.org Telra participates in E-Verify and welcomes all legally-authorized workers.

School Report Card Year Letter grade Performance score 2024-2025 A 89 2023-2024 A 86 2022-2023 B 81 2021-2022 B 79 Read to Achieve

We believe that social emotional learning (SEL) is critical for educating the whole child. Gifted or advanced learners have unique needs due to their asynchronous development. We have a threefold approach to SEL. Social Emotional Learning We believe that social emotional learning (SEL) happens best through experience Gifted or advanced learners sometimes have unique needs due to their asynchronous development — the difference between their cognitive, emotional, and physical ages—which can manifest in challenges with perfectionism, self-esteem, peer relationships, and empathy. At the same time, conventional, heavy-handed SEL programs are seen as too artificial and are often shrugged off by precocious, often cynical, advanced learners. We believe that, in contrast to most academic learning, social-emotional skills are not well-suited for direct instruction. Rather, they are best learned as they have been for thousands of years - by role models, through stories, and through experience. We have a threefold approach to SEL. 1 OUR STAFF: Telra teaching staff are trained to identify the unique needs of advanced and gifted children Myth : Gifted children are more prone to suffer mental and emotional distress Truth : High cognitive ability students are not at increased risk of psychological maladjustment. 2 OUR PEER MODEL: We surround asynchronously developing students with peers who are facing similar challenges. This helps them understand their struggles are not unique, and they can more easily make and keep friends. The best coaches understand the importance of psychosocial strength training, or “mental toughness,” for elite athletic performance. A good teacher recognizes that students also need to develop their inner game to realize their full academic and personal potential. 3 OUR CURRICULUM: Adopting a more advanced curriculum has multiple SEL benefits. Teaching to material that has more depth and complexity allows us to weave SEL into the day naturally. Children can learn empathy and moral imagination through literature. They can learn emotional literacy and resilience through play, sport, and challenging work. Higher challenge encourages children to develop the attitude and the skill sets associated with learning and perseverance. These build a foundation for success in higher education and beyond. Our Curriculum

Telra's school day starts at 8:15 a.m. and ends at 3:30 p.m.  Our doors will open at 7:55 a.m. Here are the procedures for BSC, car lines, late arrival, early dismissal, dismissal, and ASC. Arrival & Departure The K-8 school day starts at 8:15am and ends at 3:30pm Our doors will open at 7:50 am. The High School day extends from 8:30am - 3:00pm. Doors will open at 8:15am. Looking for the Telra School Calendar? Quick links K-8 Campus (4150 McKee) Daily schedule Car line flow and rules Arrivals Departures High School Campus (3130 Campus Ridge) Daily schedule Drop off and pick up location Arrivals Departures Dismissal and Arrival plans K-8 Campus (4150 McKee) Daily schedule 7:45am – Cars allowed to enter drop-off line. 7:50am – Morning car line unloading begins; walkers may arrive. 7:55am – 8:05am - School buses arrive 8:10am – Shuttle bus to High School departs K-8 campus 8:15am – K-8 Morning bell - Arrivals after this time must park and sign in tardy. (See how to avoid tardies. ) 1:00pm – Dismissal changes cut off – no changes accepted after this time. 3:00pm – Latest time for early dismissal. 3:05pm – Cars allowed to enter pick-up line. 3:30pm – Afternoon bell. Shuttle bus from High School returns to K-8 campus. 3:35-3:40pm – Students begin exiting for car line, buses, vans, walkers, and after school care. 3:55pm – End of car line. 4:00pm – Pickups after this time will incur after-care charges . Car line flow and rules The map below shows how traffic flows during arrival and dismissal times. Car line time restrictions – Cars will not be allowed to enter the property for car line before 7:45am in the morning or before 3:05pm in the afternoon. The car line blocks access to our building which we need to keep open for staff, before care, and early dismissals. If you arrive early, you will be turned away. Please do not try to circumvent this by queuing up on the road or in the church parking lot. One way flow. Please note that the main entrance to the school is on the west end of campus from the road that runs between the Baptist church and St. Francis church. We have two driveways directly on McKee Rd – one for buses only and one is exit only. Do not try to enter these driveways. Three-lane drop zone with driver side entry/exit. Our car line queue expands to 3 lanes , and we’ll use all 3 for drop off and pick up. The near lane loads/unloads first, then after it empties, the 2nd lane goes, and after that, the far lane. Access is from the LEFT side of the car. Please make sure your children are ready to load/unload from the driver’s side . If you must access from the passenger side, be sure to take lane 3 (furthest to the right) Parents should stay in the car. PLEASE REMEMBER! If you are in the middle or far lane, please keep your children in the car until a staff member approaches to open your door. If you need to help your child settle into a car seat, wait until you can pull forward around the curve and then off to the side. Arrivals Telra's K-8 academic day starts at 8:15am, and students need to be in their classroom at that time to avoid being marked tardy. We know the morning routine at home can be tough, but be sure to arrive well-in time to make sure your child starts the Telra day on the right foot. We want to teach students that punctuality matters. The K-8 morning car line opens at 7:50 am. Aim for the Green zone ! Cars arriving 7:50 - 8:05 am - Green zone - Your child will have plenty of time to visit their locker/cubby and get to class. Maybe even chat with their friends and relax a bit before school begins. Cars arriving 8:05 - 8:10 am - Yellow zone - Your child will likely be on time, but you haven't left much cushion in case there is traffic on the road or in our drop off area. (And if you have a child hoping to ride the shuttle bus to the high school, you likely missed it.) Cars arriving 8:10 - 8:15 am - Red zone - There is a good chance your child will be tardy. Best case scenario, they'll be rushing to get to class. Cars arriving to the loading zone after 8:15 am - Tardy - You will need to park and sign your child in. Before School Care Families dropping off for Before School Care can stop in the curve and approach the walker entrance (located at the gym - to the right of the main entrance and flag pole.) The parking lot is open only for staff and Before School care between 7:00-7:45am You can sign up for Before School Care here . Walkers Walkers will use the main front door Families must pre-register with frontdesk@telra.org to be walkers (limited to families who live within a 1 mi. radius on the north side of McKee Rd) Late Arrivals If you arrive after 8:15am , please park in the pavilion parking lot of the school and walk your child to the front door to sign them in. The Operations team will then issue your student with a late pass before sending them to their classroom. Do not pull into the bus entrance at the back of the school. Departure Students will be dismissed at 3:30pm, but it takes time to leave the building. The car line doesn't start loading until around 3:35. Car riders, please follow the same traffic flow of arrival. Please do not line up for afternoon pickup before 3:05 pm. If you arrive early, you will be blocked from driving on campus and that risks creating a back-up on McKee Rd. (This is one area in life where it's not good to be too early! Many parents plan to arrive around 3:45, and can get through car line in 10-20 mins) C ar tags - All cars must have their car tags hanging on the rear view mirror (or a clearly visible piece of paper on the dashboard with your family's assigned car line number, family name, and children's names.) If you are carpooling with another family, find out their number and display both tags or a home-made sign in clear lettering Bus riders/van riders will be collected and taken to their bus or van. Walkers will be collected and taken to the playground. Parents of walkers should assemble near the playground gate (do not enter the playground). A member of staff will walk students out to you. K-8 K-8 schedule Car line K-8 arrivals K-8 departure High School Campus (3130 Campus Ridge) Daily schedule 8:10am - Shuttle bus departs from K-8 8:15am - Telra HS classrooms open for student check-in 8:25am - Shuttle bus arrives at HS 8:30am – Classes begin - Arrivals after this time marked tardy 1:00pm – Dismissal changes cut off – no changes accepted after this time. 3:00pm – Dismissal; car pickups at Telra High School 3:05pm – Shuttle bus departs Telra High School for K-8 campus 3:20pm – Shuttle bus arrives at K-8 campus Shuttle bus schedule Drop-off and Pick-up location Families dropping off and picking up children at the high school should follow the directions in the image below and drop off near the orange arrows at the front of the school. Arrivals Telra's High School academic day starts at 8:30am , and students need to be in their classroom at that time to avoid being marked tardy. We know the morning routine at home can be tough, but be sure to arrive well-in time to make sure your child starts the Telra day on the right foot. We want to teach students that punctuality matters. Car drop-offs at the High School Arrive between 8:15-8:25am so that students have time to walk to class Car drop-offs at CPCC Students who have classes beginning at 9am or earlier may be dropped off directly at CPCC If your first class of the day is a CPCC class beginning after 9am , you are expected to come to the high school at 8:30am and check in first. Car drop-offs or walkers at the K-8 campus Arrive no later than 8:05am so that students have time to catch the shuttle departing at 8:10am If you are late, keep driving and head to the high school campus Bus riders Bus routes should arrive at the K-8 in time for the interchange to the shuttle bus But don't dally! Head straight to gather in the arranged location for the shuttle. Late Arrivals If you arrive after 8:30am , you are tardy. Head directly to class if it is already in session. Check in at the Telra high school as soon as possible. Departures Students will be dismissed at 3:00pm. Car riders can be picked up in one of two locations At the high school campus shortly after 3:00pm Via the K-8 campus car line shortly after 3:30pm The inter-campus shuttle departs the high school at 3:10pm and arrives at the K-8 campus by 3:25pm allowing transfers to another school bus or to the K-8 car line High School HS schedule Drop off pickup HS arrivals HS departures Setting and changing dismissal plans End-of-Day Dismissal Set your end-of-day dismissal preferences and make changes through our Microsoft Dismissal & Absences tool available from our Quick Links page. You will need to log in with your child's Telra Microsoft Credentials Dismissal changes must be submitted by 1pm (at latest) on the day of dismissal. (24-hours notice is preferred.) Changes to regular dismissal method will not be made after 1pm. Early Dismissal (for K-8) Parents can sign their children out of school early prior to 3 :00pm. From 3:00pm onwards students will not be dismissed early. Change in dismissal method also must be communicated prior to 1pm. See above. If you need to collect your student from school early, please complete your request using the Microsoft Dismissal and Absences tool . Pick up is from the front door of the school and you must bring photo identification to sign your child out. Early dismissal finishes at 3:00pm, no exceptions. We understand that occasionally appointments need to be scheduled during school hours, however, please don’t make it a regular occurrence as this cuts into the instructional time that your child receives Early Dismissal / Late Arrival (for High School) Most high school students have some independent or asynchronous study periods, and we encourage families to use these for scheduling necessary appointments. Parents can, upon request and approval from the high school Principal, schedule a recurring late arrival or early dismissal if it is compatible with a student's schedule. Dismissal plans

Simply make a purchase of qualifying supplies, provide Telra's school ID at checkout (in store and online), and Telra will receive 5% back in credits for FREE supplies! It's a small act that can make a huge difference. Office Depot Give Back 1. Simply make a purchase of qualifying supplies 2. Provide Telra's school ID 70246829 at checkout (in store and online), and 3. Telra will receive 5% back in credits for FREE supplies! Shop Now Forgot to give our school ID at checkout? Click the button above to enter your purchase and make sure Telra gets credit.

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Link to the latest stories as shared on our Instagram page @telrainstitute