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- LinkTree | Telra Institute
Link to the latest stories as shared on our Instagram page @telrainstitute Telra Spiritwear Newsletter: Winter Updates Telra Families group on FB Careers - Open Positions Uniforms School Calendar Support Our School Telra Website
- Doru Bratescu | Telra Institute
Meet Our Staff Contact us using our standard email address convention Firstname.Lastname@telra.org Doru Bratescu Director of Facilities Doru Bratescu has been in the facilities administration field for over 15 years. In his role at International Pirelli Tire, he developed partnerships with external companies for janitorial cleaning, landscaping, snow removal, mechanical maintenance, electrical & HVAC maintenance, waste management and pest control. Doru also managed the relationship between Pirelli administration and over 50 suppliers in order to precisely execute the architectural designs for both grounds and structural projects. As the Facility Manager, he developed a successful and stable team that was focused on future growth of the company. Back in his home country of Romania, Doru worked as a high school teacher, educating & leading students and engaging parents in school activities to meet and exceed his yearly professional goals. Back to Directory
- Dr. Ronak Bhatt | Telra Institute
Dr. Ronak Bhatt, Telra Founder and Chancellor, founded Telra Institute based on a simple premise. Children are all unique; why would a school march them all through the same curriculum at the same pace? Meet Our Staff Contact us using our standard email address convention Firstname.Lastname@telra.org Dr. Ronak Bhatt Founder & Chancellor Ronak Bhatt founded Telra Institute based on a simple premise. Children are all unique; why would a school march them all through the same curriculum at the same pace? Ronak and his wife Cathy are the parents of four young children and have called Charlotte home for more than a decade. His perspectives as a local dad and former "gifted kid" along with his experience in education, strategy, and innovation drove him to launch Telra Institute with a firm commitment to build it into a model educational program and establish it as a community institution. With a lifelong passion for education, he’s developed curricula and lectured at M.I.T. and UNC Charlotte on topics of physics, energy, and economics. He focused on innovation and strategy when leading consulting teams at McKinsey and RIN Advisors and serving as VP of Strategy at Avantor As a founding board member and later Chairperson of the nonprofit E4 Carolinas, he helped drive innovation, education, and energy industry growth in the region Education: ScD, Physics – M.I.T. BS, Physics (with honors) - Caltech Back to Directory
- Amazon Smile | Telra Institute
AmazonSmile is a great way for you to support Telra Institute. Follow the steps below to link your account. Then, shop as you normally do, and Amazon will donate a portion of the proceeds to our school. There is no cost to you! AmazonSmile is a great way for you to support Telra Institute . Follow the steps below to link your account. Then, shop as you normally do, and Amazon will donate a portion of the proceeds to our school. There is no cost to you! On Desktop/Browser: Search for Telra Supporting Organization and link to your Amazon Smile account Go through the Amazon Smile link when shopping to contribute 0.5% of spend to Telra (does not affect any other pricing or discounts you may get on Amazon) Note: Even once you have chosen Telra as your charity, if you shop through Amazon.com link, Telra will not benefit. (There is unfortunately no “default” setting here. You have to use the smile.amazon.com link) Amazon Mobile App: After you have linked Telra to your Amazon Smile account on your desktop (or browser), you can make Telra a default beneficiary on your mobile In the app, press on the 3-bars and navigate to Settings There, you should see a choice for Amazon Smile. Press there and flip the switch to “turn on” the donations to Telra
- ATTENDING TELRA | Telra Institute
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 Fall 2025, 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 Carpool with other families – Telra will help coordinate carpool groupings and assist families in locating an active carpool 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 trimester system, each 10-13 weeks long. Click to enlarge Before & After School Care Wrap Around Care Our wrap around care program is operated by the Superlative Club . You can read more about the offering here .
- Careers | Telra Institute
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 Visit our hiring portal to find open positions and apply. If you think you'd be a great fit, but don't see your role listed in our hiring portal, please email us your resume/cover letter and convince us! jobs [at] telra.org Telra will consider part-time applicants for all roles even where job postings are listed as full-time. Telra participates in E-Verify and welcomes all legally-authorized workers.
- Survey | Telra Institute
Link to the latest stories as shared on our Instagram page @telrainstitute
- Admissions Preferences | Telra Institute
Telra Institute is now accepting applicants for grades K-3 in the 2021-2022 academic year. Telra is a nonprofit tuition-free public charter school authorized by the State of North Carolina. We adhere to an open admissions and enrollment policy. Admissions Preferences Telra Institute applies admissions preferences in the student assignment process in alignment with North Carolina State Law. These are designed to strengthen our school community and help Telra maximize its impact on student education. Families who believe their student qualifies in one or more of these categories should indicate so on their application in order to improve their chances for selection in the admission lottery. Supporting documentation is not required at the time of application, but if your child is admitted, proof of eligibility must be provided to complete enrollment. The assignment order is as follows: 1. Enrollment priority groups have first access to seat assignments: Children of Staff and Board members Siblings Certain transfers Military 2. Educationally disadvantaged students have next access to up to 20% of seat assignments. 3. General applicants are assigned. Admissions Overview Enrollment Priority Groups Children of Staff and Board members Children of full-time employees and children of the Board of Directors have first priority for admission; however, this category is limited in that no more than 15% of the total school enrollment can receive this priority. Sib l ings Multiple-birth siblings (twins, triplets, etc.) A set of multiple-birth siblings who apply for admission at the same time are bundled together as one unique lottery registration. This registration does not receive priority enrollment, but if it is selected, all the multiple-birth siblings in a bundle will be offered admission together. Other siblings (non multiple-birth) An applicant who has a sibling currently enrolled at Telra Institute is eligible for priority admission. If the currently-enrolled sibling enrolled in a prior year, then the new sibling applicant will have this priority applied immediately upon submission of the application. Example: Stude nt A applies in Year 1 as a 3rd grader, is selected, and enrolls. In Year 2, Student A continues to 4th grade and his/her younger sibling, Student B, applies for entry to Kindergarten. Student B would receive priority consideration in the assignment lottery. If a child receives an offer of admission and completes enrollment in an ongoing application cycle, then any unassigned sibling applicants also in the ongoing application cycle will have a priority assigned at that time. Note that the system will identify and apply this priority automatically if two or more child applications are submitted from the same parent account. (No further action is required to "claim" sibling status.) Example: Student C applies as a 3rd grader, along with his/her sibling, Student D who is applying as a 1st grader. In the lottery, Student C is offered admission, while Student D is placed on the waitlist. Student C accepts admission and completes enrollment. At that time, Student D is assigned a sibling priority and moves up on the waitlist, increasing the likelihood of admission. An applicant who has a sibling graduate of Telra Institute is eligible for priority admission. For the purposes of this sibling priority, a "graduate" is a student who has completed the highest grade level offered by the school and who remained enrolled for at least four grade levels, or since the launch of the school. Tran sfers Other chart er school A studen t who was enrolled in another charter school in the State in the previous school year that does not offer the student's next grade level and with whom Telra has an enrollment articulation agreement Returning student A student who was enrolled at Telra wit hin the two previous school years but left the school to participate in an academic study abroad program or a competitive admission residential program or because of the vocational opportunities of the student's parent Preschool A student who was enrolled in a preschool program operated by Telra Institute in the prior year A student who was enrolled for at least 75 consecutive days in the prior semester in a preschool program operated by an entity with whom Telra has a written enrollment articulation agreement; h owever, this category is limit ed in that no more than 10% of the total school enrollment can receive this priority. Military A student whose parent or legal guardian is on active military duty. Educationally Disadvantaged Students Educationally Disadvantaged (ED) students often have limited access to advanced learning options and supports. We believe the Telra program can have an outsized impact on outcomes for these students. Educationally Disadvantaged status in admissions Educationally Disadvantaged (ED) applicants participate in a special ED lottery prior to the general lottery. Any ED students that do not win a seat in the special lottery are immediately entered in the general lottery. If offered a seat, ED applicants will be asked to provide documentation to demonstrate ED eligibility d uring the enrollment process. We urge families to read the descriptions below carefully to see if any might apply to your child. Often, parents of advanced learners do not realize that their child could achieve even more by recognizing and working to overcome areas of disadvantage. Applicants should claim Educationally Disadvantaged status and an Admission Priority if both apply. They will benefit from both in lottery assignment. Educationally Disadvantaged status is applied to any student who falls into one or more of the following classifications. 1. Economically Disadvantaged 2. Students with Disability 3. Immigrant Student 4. English Learner 1. Economically Disadvantaged This preference category aligns with Reduced-Price lunch eligibility, which means any income below 185% of the Federal poverty guideline . Tables showing income thresholds vs. family size are available here . 2. Students with Disability This preference category applies to any student that has a medical diagnosis of a disability or to any student that has a 504 or IEP plan noting a disability identification or accommodation. Many gifted children and advanced learners can fall into this category, often without their caregivers realizing it. In fact, it happens so often that there is a name for it: Twice Exceptional, or 2E . 2E children are often highly gifted or knowledgeable in at least one specific domain. In addition, they have a disability or difference, such as a specific learning disability—Attention Deficit Hyperactivity Disorder or Autism Spectrum Disorder. Sometimes their difference or disability overshadows their intelligence or knowledge, and in other cases their intelligence or verbal ability masks the difference or disability. Sometimes, simple accommodations for these students (e.g., classroom layout, understanding their learning styles, specific learning materials or coaching) can make all the difference between an educational environment that is a struggle and one that they love coming to each day. Parents may also find online screening tools helpful as a first step: Vanderbilt ADHD Diagnostic Childhood Autism Spectrum Test Autism Spectrum Screening Questionnaire Ultimately, families should consult with a professional who is knowledgeable about identifying 2E students. You may want to speak with your child's pediatrician. There is no "one profile" of 2E children, and no single model works best for all of them. For example, Telra's grading system is based on measuring only one meaningful grade per week, per class. Some students might thrive in that environment, because it eliminates busywork and compliance grades. Others might dislike the idea of having fewer measurement points. Children (and schools) are unique, and only you can decide what's right for your child. For parents that don't know where to start , we'll maintain a list of licensed therapists specializing in 2E children who have offered to speak to our families as a professional courtesy to help them understand their options for identifying 2E issues and coaching them through the 504/IEP process. Alyse Bone, MS, CRC, LPC, RYT-200 - Visit website or send Alyse an email. 3. Immigrant Student This preference category applies to any student who was not born in the United States and has not attended U.S. schools for more than three full school years. If you believe both of these conditions apply to your child, you can denote "immigrant student" status in your application. Example : Your child moved to the United States at age 2, attended school in the United States starting in Kindergarten, and is currently in 2nd grade. Since the child was not born in the United States and has completed only 2.5 school years at the time of application, he or she qualifies as an immigrant student. 4. English Learner This preference category applies to any child whose most recent public or private school records identify the child as an English learner or a child who has never been enrolled in a public or private school and whose Home Language is other than English. During the enrollment process, Telra will administer a Home Language Survey . If you indicate a Home Language other than English, we will follow up with you and may perform a screening assessment to understand your child's English proficiency and to determine what kind of ongoing English Learner support they may need. If you believe your child may qualify, then we suggest you indicate English Learner status on your application. If you are not sure, you can read more about English Learner identification process , or please contact us for more information. Admissions Overview Priority Groups ED Students Economically Disadvantaged Disability Immigrant Student English Learner
- Instructional Influences | Telra Institute
A diverse and differentiated curriculum needs instructional strategies that are well-adapted for its parts. Telra deploys a variety of research-backed approaches based on the content area, student readiness, and curricular learning goals. Instructional Influences An eclectic approach A diverse and differentiated curriculum calls for well-adapted instructional strategies. Telra employs a variety of research-backed approaches based on the content area, student readiness, and curricular learning goals. We use what works. Students can learn in multiple ways, so Telra’s approach is not limited to a single teaching philosophy. We identify and deploy the best of what we can find. We are open to change. Our curriculum will evolve over time as we identify better sources, tailor them to our students, and find ways to improve our instructional delivery. At Telra, the teacher’s role is paramount Over the last 20 years, there has been a shift in the teacher’s role from "sage on the stage" to "guide on the side . " While some view it as antiquated to ask students to focus on their teacher; we believe there is an important role of teacher-orators to impart wisdom. Moreover, students need to develop skills related to sustained concentration and directed attention as part of their executive function toolkit in order to be successful long term. Recent research shows that students (and especially above-average students) learn better in a classroom that is balanced with teacher-directed learning. Students need teachers who will ignite passion, convey content and meaning, and model critical thinking . At Telra, we enthusiastically adopt this ten-thousand-year tradition of holding teachers in high esteem. A great teacher is key to limitless and lifelong learning. The future is integrative As adults, most of what we do harnesses expertise across multiple disciplines. Some of the most interesting problems and the greatest opportunities for innovation lie in this kind of integrative work, an assertion that also is supported by Bloom’s Taxonomy . Bloom's Pyramid Curriculum The foundation of this taxonomy is knowledge and understanding. Project-based learning can deepen learning and foster creativity, but this is most effective after students have mastered the fundamentals.
- Publix Partners | Telra Institute
Support our school by shopping at Publix.. Participating is easy! 1. Simply sign up for Club Publix or log in to your existing account. 2. Click Publix Partners , and select Telra Institute . 3. Then, every time you shop at Publix, pay with the Publix app or enter your phone number at checkout. 4. Publix will give back to Telra Institute—one of the many perks of being a Club Publix member! Club Publix Login For step-by-step instructions, click here . Enrollment in Publix Partners expires each July and you still need to sign up annually. Log into your account each July to select Telra Institute in your account settings.
- Telra Flyer PDF | Telra Institute
We've made it easy to be a good friend. When you send this flyer to a fellow parent, you're sharing one of the most unique education opportunities in South Charlotte. Tell a friend about Telra today!
- Social Emotional Learning | Telra Institute
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