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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

Meet Our Staff Contact us using our standard email address convention Firstname.Lastname@telra.org John Ozer 4-8 Principal John Ozer is an accomplished educator with over 25 years of experience in the field in the U.S. and Internationally. He began his career as a science teacher, teaching subjects ranging from Chemistry, Biology, Physics, Mathematics, Science, and Earth Sciences to middle and high school students. He then transitioned to an administrative role, serving as a K-8 principal for eight years and a high school principal for six years. Principal Ozer is passionate about creating positive and engaging learning environments for students. He believes that schools should be places where students can find their passion and explore new ideas to become confident individuals. He is excited to be part of the Telra community and looks forward to collaborating with teachers, paren ts, and community members to create a positive and engaging learning environment for all students. Outside of work, Principal Ozer enjoys spending time with his family. He has been married for 20 years and has a daughter and a son. He loves to travel, cook, learn about information technology, and watch science documentaries and soccer games. He is a passionate fan of Chelsea FC. Education: MEd, Education Administration, University of South Carolina MEd, Curriculum and Instruction, American College of Education BS, Chemistry and Education, Marmara University, Istanbul, Turkey Back to Directory

Enrollment of Early Entrants to Kindergarten Eligibility criteria A child who has passed the fourth anniversary of the child’s birth on or before April 16 may qualify for early admission to Kindergarten. (A child who reaches the age of five years on or before August 31 qualifies to enter Kindergarten through the regular enrollment process . ) The Principal, along with a committee of professional educators, will consider the following factors in determining the eligibility of a four-year-old child to enter Kindergarten: 1. Aptitude and Achievement tests a. Aptitude: The child should score at the 98th percentile or higher on a standard individual test of intelligence such as the Stanford-Binet, the Wechsler Preschool and Primary Scale of Intelligence, the Kaufman Anderson, or any other comparable test administered by a licensed psychologist. If using a test other than those named here, a parent or guardian should ask the Principal to ensure that it qualifies. b. Achievement: The child should score at the 98th percentile or higher on either reading or mathematics on a standard test of achievement such as the Metropolitan Readiness Test, the Stanford Early School Achievement Test, the Mini Battery of Achievement, the Woodcock-Johnson, the Test of Early Mathematics Ability, the Test of Early Reading Ability, or any other comparable test administered by a licensed psychologist, a member of the psychologist’s professional staff, or a professional educator who is trained in the use of the instrument and who has no conflict of interest in the outcome of the assessment. 2. Work sample The parent or guardian shall submit a sample of the child’s work that shows outstanding examples of ability (well above age peers) in any area including, but not limited to, art, mathematics, writing, dramatic play, creative productions, science, or social interactions. 3. Recommendation letters The parent or guardian shall provide two recommendation letters with specific documentation of physical and social maturity from preschool teachers, childcare workers, pediatricians, or others who have direct knowledge of the child. Useful documentation checklists include the California Preschool Competency Scale, the Harrison Scale, or any other comparable scale of early social development. The documents should show that the child demonstrates social and developmental maturity sufficient to participate in a structured setting for a full school day. 4. Interviews The Principal shall conduct an informal interview with the child and a more structured interview with the parent or guardian to assess the child’s reading skills and to determine if the child displays a thirst for knowledge and seeks new and challenging learning situations. Enrollment timeline and provisional lottery entry A four-year-old child may participate in Telra admissions lottery and enrollment process on a provisional basis provided the parent or guardian follows the timeline described below: 1. The parent or guardian must contact the school and indicate the intent to apply for early admission to kindergarten before entering an application. 2. The admissions and wait list process will proceed as normal for the child, however if the child is assigned a seat it will be considered provisional . 3. The parent or guardian must submit (a) the Aptitude and Achievement tests, (b) Work sample, and (c) Recommendation letters by April 30. If the required documents are not received by this date, the child may be withdrawn from any provisionally assigned seat. 4. The school will reach out to schedule the interviews no later than three weeks after receiving the required documentation. 5. The school shall decide whether to grant early admission within three weeks of receiving all required documents and completing the interviews. 6. If enrollment is granted, it will be considered conditional for up to 90 days to observe whether the child is able to adjust to the school setting. If, within this period, school staff determine that the child is not appropriately placed, the parent or guardian will be invited to assist in the development of intervention strategies for the child. If these strategies are not successful, the school shall provide the parent at least 10 days notice before exiting the child. Admissions Overview

Camp Wonder @ Telra Telra is launching summer camps! Designed as an alternative to your typical summer camp, Telra camps combine learning and fun with clear instructional goals and an opportunity to move the needle on student learning in three short weeks. The camps are open to students from any school, but spaces are limited, and Telra students will have priority. (Otherwise, they will be allocated in order of registration, so sign up fast!) All of our camps... Focus on the basics: We use evidence-based curriculum with explicit, systematic instruction to help students gain mastery and confidence Enjoy a high supervision ratio: 1 teacher per 5-7 students Provide 3 sequenced weeks of instruction July 14 - Aug 1 (Monday - Friday) 8am - noon Core camp pricing is $250/week ($750 total, as you must sign up for the entire camp) Optional add-ons can be purchased for individual weeks: Lunch bunch (noon - 1pm) - pack your own lunch: $25/week Afternoon sports & games camp (noon - 4pm): $200/week (includes Lunch bunch) Three exciting camp options Bridge to Algebra (SOLD OUT) Reading Jump Start Literary Science Sign up Bridge to Algebra (Sold out) Looking ahead to taking algebra in the next year or two? This camp serves as a perfect bridge from late elementary / early middle school math to Algebra. We help students strengthen their fundamental math skills and build fluency, giving them the confidence and preparation to tackle algebra head-on. Recommended for Telra students scheduled to take Telra Math 5 or Telra Math 6 in the fall Non-Telra students starting Grade 6 or 7 in the fall (students will be expected to complete a placement test to ensure they’re ready for this camp) Reading Jump Start Want your beginning reader to start the fall with a leg up? Join an engaging camp that uses a structured phonics approach to early literacy. We help young learners build a strong foundation in reading through interactive, step-by-step instruction. It’s the perfect way to get kids excited about reading and set them up as lifelong readers! Recommended for Rising Kindergarten and 1st Grade students Literary Science This camp uses exciting science topics & experiments to ignite a passion for reading. We build reading comprehension skills and position students for success in State reading exams through an engaging Beast Academy science curriculum. Recommended for Students starting Grade 3 or 4 in the fall Bridge Edge Science Sign up Sign up

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.

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. 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. Admissions Overview Priority Groups

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

Thank you to our partners in the community who have helped make Telra Institute a reality. Dandelion Counseling, Tricia Tam Marketing & Design, Little, Hughes Realty Advisors, BCCG Construction Group, PASS Lawyers, and Truist. Here are our current RFP's... Our Partners Thank you to our partners in the community who have helped make Telra Institute a reality. Telra Institute has an Open RFP (updated with Q&A on 5/14) for a Food Service Management Company for the 25-26 school year Alyse Bone MS, CRC, LPC, RYT-200 Technology Telra students and staff have access to think-cell to create professional-level charts and presentations as they learn to understand and tell stories with math. Learn more at https://www.think-cell.com/

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Support from the community helps us make our distinctive learning experience accessible for all children. Telra Institute is a 501 (c) (3) nonprofit with a Platinum seal of transparency from GuideStar, the world’s largest source of information about nonprofit organizations. T elra A nnual U se Fund The Telra Annual Use Fund ( τ au) is the school's highest priority fundraising effort. If all Telra families contribute, we can close the charter school funding gap and deliver a world-class education for our students. Introducing τ au (video) How to contribute Donate now Employee matching FAQs How to contribute We've made donating to τ au simple. If you click on the Donate button below, you can choose whether you'd like to make a one-time donation or a recurring monthly donation by credit card or by bank ACH. That’s right, you can use a credit card so you can earn points or miles or cash back while you donate! Our fundraising platform Zeffy covers all the payment fees so you know every dollar you donate will go to Telra and be put to good use. On the payment screen, you will be asked to make an optional extra donation to Zeffy to help defray those credit card and bank fees. It will say "Support the 100% free platform we use! " and show you a pull-down menu to adjust your "tip". It's up to you whether you want to apply the Zeffy-requested tip, adjust it, or even dial it down to zero. We are happy to work out special arrangements if the Zeffy platform doesn't work for you. This can happen if you need to use a different process to secure an employer match, if you want to donate stock or other property, or you have other unique circumstances, Please email us at donations [at] telra.org. Employee Gift Matching Programs Make your gift more impactful! Many employers will match individual donations to registered 501(c)(3) charities. Inquire with your HR department or look up your employer here to see if they participate. Some employers will require donations to be directed through their internal giving portal. Please search for: Telra Supporting Organization Tax ID 85-2744858 If you can’t find Telra already listed on your portal of choice, let us know at donations@telra.org Frequently Asked Questions How will the funds raised via τ au be used? Please watch the video or look at the uses listed in the donation section. How is Telra accountable for the use of funds and what is the oversight? Funds raised via τ au are subject to the same transparency and accounting controls as the rest of Telra finances. Like all 501(c)(3) non-profits, Telra has to make annual financial filings. GuideStar , the premier clearinghouse for nonprofit research, gives Telra their highest rating , a Platinum Seal for transparency. Telra Institute has a highly experienced and professional Board of Directors charged with overseeing all uses of Telra funds and approving the annual budget. All income and expenditures for North Carolina charter schools are captured in regular (~monthly) financial reports shared with the Board of Directors and made available to the public. All North Carolina charter schools undergo an annual independent audit and the results are submitted to the State Department of Public Instruction. This level of transparency with monthly financial reports and board meeting minutes exceeds that of even the nation's largest nonprofits such as Feeding America, United Way, or St. Jude. How do we know the funds raised will be used efficiently? Our track record speaks for itself. For years, Telra has responsibly managed an annual budget an order of magnitude larger than τ au. As the video details, we have been diligent and efficient in deploying Telra's limited financial resources to develop our unique school program and expand on our wonderful facilities. The Telra Annual Use Fund just allows us to take this further.

Before and Afterschool Enrichment Care Program Our Before and Afterschool Enrichment Care (BASE) program accommodates the wrap-around care needs of our families from 6:45-7:45am and from 3:30-6:00pm Telra adopts the Let Grow Play Club approach to help kids build confidence, resilience, and self-reliance through independent play. We value risk-taking within safe limits, and during Play Club activities, staff supervise for safety only, not to lead or guide play. Kids solve disputes, negotiate their own rules, and invent their own games. Conflict resolution support only provided when truly necessary. Join the Play Club Benefits of Play Clubs... 1. Foster independent & cooperative play 2. Build social skills & cross-grade relationships 3. Promote responsibility and self-regulation 4. Encourage creativity & imagination 5. Develop problem-solving & conflict resolution skills 6. Support physical activity & wellness 7. Ease the morning transition 8. Reduce after-school stress & overscheduling 9. Support working families Morning Play Club Drop off your Telra student at the Gym (or, if directed by the signage, at the Playground) as early as 6:45am Schedule 6:45 - 7:30am - Arrival and Indoor/Outdoor Play Club 7:30 - 7:45am - Bathroom breaks, calming activities (stretching, breathing), and preparation for school 7:45am - Transition to classrooms Pricing Daily: $15 Weekly: $50 Monthly: $150 Sign up Afternoon Play Club Afterschool care is provided up to 6:00pm, pick up your child at the gym Schedule 4:00-4:15pm - Check-in and snack (brought from home) 4:15-4:45pm - Indoor/outdoor Play Club 4:45-5:30pm - Academic time, homework help, and themed enrichment activities 5:30-6:00pm - Wind-down time (reading, creative play, journaling) Pricing Daily: $25 Weekly: $100 Monthly: $300 We understand traffic and emergencies happen. Families are granted one free use of drop in afternoon care per trimester. Please pick up your child promptly by 6pm. Late fees accrue at $15 per 15 minutes. Sign up TWAC Student Rules and Expectations 1. Be Safe Walk indoors — no running inside the building (except when allowed in the gym) Keep hands, feet, and objects to yourself. Stay in designated program areas at all times. Follow staff directions immediately and respectfully. Use materials and equipment properly. 2. Be Respectful Speak kindly to others — no teasing, name-calling, or inappropriate language. Listen when others are speaking. Respect personal space and belongings of others. Follow the “quiet voice” rule during indoor activities. Be respectful to program staff and peers. 3. Be Responsible Clean up after yourself. Use your time wisely (during homework, enrichment, etc.). Keep your backpack and personal items organized. Tell a staff member if you need help or feel uncomfortable. Stay with your group or assigned area until dismissed. 4. Follow the Schedule Arrive and check in on time. Participate in all scheduled activities unless excused. Help transitions run smoothly by listening to signals and instructions. 5. Electronics Policy Personal electronics (phones, tablets, etc.) are not allowed unless given permission for academic use. Telra Institute is not responsible for lost or damaged items. 6. Snack & Food Guidelines Snacks are only eaten during designated snack times. No sharing of food due to allergy protocols. Clean your area after snack time. As this program is a Telra Institute program, all school and BASE rules apply. Failure to follow these rules will be referred to Telra Institute Operations Leadership. Consequences may range from school-based interventions to removal from the enrichment program.