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School Calendar 2025-2026 Calendar (Grades K-8) School hours 8:15 a.m. - 3:30 p.m. 2025-2026 Calendar (Grades 9-12) School hours 8:30 a.m. - 3:00 p.m. Looking for staff calendars? K-8 9-12

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

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. In establishing our dress code, we strive to strike a balance between safety, simplicity, and flexibility. School 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 . In establishing our dress code, we strive to strike a balance between safety, simplicity, and flexibility. We aim for a common style and standard while allowing parents the freedom to use the vendors of their choice for convenience and cost-effectiveness. Dress Code Principles Support active kids Children will be physically active every day. Ensure clothing, shoes, and accessories are safe and appropriate for kids running, playing, and jumping. Minimize distraction All clothing items (with the exception of shoes and coats for outside wear) must be solid colored and free of stripes, p atterns, graphics, logos, or text. No visible tattoos or glitter allowed. Hair should be natural - no coloring, wigs, or visible inserts such as fairy hair Subtle make-up or nail polish colors ok, but should be free of symbols or designs. No recording or communication devices. This means no cell phones or smart watches. Reinforce pride in self and in school All clothing must be neat, clean, well-fitting, and in good condition (no holes or rips). Outfit components must follow the style, length, and color standards. The school style is simple and understated. Indeed, attire at Telra should not make a statement. We never want financial constraints to prevent a child from taking advantage of the unique education that Telra can provide. Email frontdesk@telra.org if you need some help in purchasing a school wardrobe for your child or if you would like to be a Uniform Angel to help another family. Dress code standards You can read up on all the details of the dress code standards below, but if you'd prefer an audio explanation (and don't mind a little silliness), have a listen here. Queue it up on a car ride with your kids. Telra dress code explainer 00:00 / 13:48 The basic Telra uniform is a solid colored polo top and neutral-colored dress bottoms (specific colors described below). Various combinations are possible, and parents may purchase uniform components from any vendor. While general guidelines are provided here, we understand no set of dress code standards will address every scenario. In the event of doubt, reach out to frontdesk@telra.org for assistance in interpreting these standards. Required Basics Optional Layers Footwear Accessories Outerwear Colors Spiritwear Standards Telra Uniform Storefronts To take the guesswork out of shopping, we've h and selected items and colors from high quality uniform vendors lines of apparel. When you shop at the links below, you know that the items comply with Telra's dress code standards. Telra's School Code for French Toast: QS61ANV Shop French Toast> Shop Lands' End> Lands' End offers Telra uniforms and spirit wear storefront Required Basics Step 1: Required Basics Pants Dress-style. No corduroy or knit material. No athletic or jogger pants. Neat cargo pockets ok. Length : Full-length to ankle (no capris, should not drag on ground) Color : Telra neutrals Shorts & Skirts Dress-style. No corduroy or knit material. Neat cargo pockets ok. Skorts ok. Modesty shorts required under skirts. Length : No longer than knee-length and no shorter than 2 inches above the knee Color : Telra neutrals Shirts Polo-style cotton or synthetic collared shirts. No puff sleeves. Standard collars - no peter pan collars or decorative stitching. Length : Long sleeve or short sleeve. Tucked in for grades 2+ Color : Telra blue or orange; navy, red, light blue, or light pink. Dresses Polo-style, one-piece collared dresses (short or long-sleeve) over modesty shorts Length : No longer than knee-length and no shorter than 2 inches above the knee Color : Telra blue or orange; navy, red, light blue, or light pink. Optional Layers Step 2: Optional Layers Top layers sweaters, vests, cardigans, zip ups, sweatshirts Fleece or tightly knit or woven fabric, without a hood. Must be worn over an approved shirt or dress Length: Waist/hip length or above (no long sweaters) Color: Telra neutrals; Telra blue or orange; navy, red, light blue, or light pink. Jumpers Dress-style. No corduroy or knit material. Must be worn over approved shirt and modesty shorts. Length: No longer than knee-length and no shorter than 2 inches above the knee Color: Telra neutrals Sub-layers undershirts, camisoles, turtlenecks Permitted if worn underneath approved shirt or dress Length: Tuck in if needed to ensure hem not visible Color: Telra blue or orange; navy, red, light blue, and light pink; white. Tights or Leggings Permitted if worn underneath approved bottoms or dress Length: Full-length to ankle Color: White; Telra neutrals; Telra blue or orange; navy, red, light blue, or light pink. Footwear Step 3: Footwear Sneakers / tennis shoes Solid or patterned , but nothing distracting (no lights, charms, sequins, etc.) Style: Toes must be enclosed and no high tops permitted. No Natives, Keens, Crocs, etc. Color: No neon colors Dress shoes, heels, boots Not allowed - However, students may wear weather-appropriate boots to-from school or for recess on rainy/snowy days if they change into tennis shoes once inside. Sandals, Crocs, flip flops, Natives, Keens, anything with open toes or tops Not allowed Socks Solid , but subtle logos ok Color: Telra neutrals, white, or black Accessories Step 4: Accessories Belts Not required, but functional belts may be worn with pants, shorts, or skirts that have belt loops. Color: Black, brown, or Telra neutral Jewelry Light, stud earrings or small nose stud permitted, but no other facial piercings or hoops. A light necklace is permitted if tucked under the uniform top, A single bracelet or watch on each wrist is ok, but should not be excessively large or dangling. Smooth and non-bulky rings are ok. These restrictions minimize the risk of injuries during recess and PE. Headwear Hats, bandanas, or other head coverings are not allowed indoors. Thin headbands (solid colors and minimalistic) are ok for hair retention Outerwear Step 5: Outerwear No restrictions on coats or other outerwear when worn outside. Any length. Any color. Just ensure there are no school-inappropriate images or language. Colors School Colors & Classics Telra blue and orange, as well as commonly-available classic colors can be part of the uniform for all Telra students . We want to ensure families have ready access to affordable uniform components online or in-store. Colors Examples color names by brand/retailer: French Toast : teal, orange or sun orange, navy, red, light blue, light p ink Children's Place : orange (flame), navy ( nautico , tidal), red (ruby, classic red), light blue (daybreak, brook), light pink (sparklpink) Lands' End : navy (classic navy), red, light blue (blue), light pink (ice pink), orange (orange spice) Cat & Jack : navy, red, light blue, light pink Old Navy : orange (orange surfboards), navy (ink blue, dark sea blue), red (red tape, r obbie red), light blue (m onet blue, something blue), light pink (preppy pink, puffy pink) GAP : navy (crayon true indigo, true indigo), red (modern red, ruby red), light blue ( Hampton blue, pure blue) Telra Neutrals All grades may wear Telra neutrals—medium gray and khaki —for pants, shorts, skirts, and jumpers. Note - navy and black are not approved Telra neutral colors. Examples of approved Telra Neutrals by brand or retailer: The Children's Place: medium gray (storm, gray steel), khaki (s andwash), avoid: flax and fin gray Lands' End: medium gray (gray, arctic gray), khaki, avoid: charcoal heather Cat & Jack: medium gray (charcoal gray), khaki (khaki, light khaki, beige) French Toast: gray, heather gray, khaki Old Navy: khaki (rolled oats, khaki, shore enough), avoid: earl gray GAP: medium gray (grey), khaki (wicker, beige, khaki) Primary: slate gray Masks Any child-appropriate patterns or colors are acceptable. Please avoid text. Spiritwear Spiritwear Telra spirit wear is available from multiple locations so that you can showcase your Telra spirit around town or around the world! Note that spirit wear is not an approved substitute for a uniform, however it may be worn on designated dress down days. Seasonal store (orders fulfilled monthly) On-demand store (select "spiritwear" on the “select grade / status” pull down to see the styles available) We never want financial constraints to prevent a child from taking advantage of the unique education that Telra can provide. Click here if you need some help in purchasing a school wardrobe for your child or if you would like to be a Uniform Angel and support another family.

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

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.

Earn money for the school by doing the things you already do! Mabel's Labels will donate 20% to Telra when you select our school before shopping the site. Telra receives 20% of all Mabel's Labels purchases Visit campaigns.mabelslabels.com Type “Telra Institute ” into the dropdown Shop the site for waterproof, durable labels to curb germ spread and to keep your child's items coming home instead of sitting in the lost and found. Go now

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

Earn money for the school by doing the things you already do! Harris Teeter’s Together In Education program gives schools a chance to earn funds when you link your VIC card. It's easy and at no cost to you! When you shop Harris Teeter brands, a percentage of your purchase will be donated to Telra Institute. Earn money for the school by doing the things you already do! Harris Teeter’s Together In Education program gives schools a chance to earn funds when you link your VIC card (see button below). It's easy and at no cost to you! When you shop Harris Teeter brands, a percentage of your purchase will be donated to Telra Institute . Sign me up Prefer to sign up in-person? Ask your cashier to link your VIC card to Telra Institute with our school code 6808

Enrollment Telra Institute is now accepting K-10 applications for 2025-26 Open enrollment began on 12/6/24 and is now closed. Additional applicants will be added to the waitlist Choosing A School Admissions Overview Admissions Preferences Enroll Or read more about About Telra Enrollment

In Fall 2022, Telra Institute moved to its new home at 4150 McKee Rd where our next door neighbor is St. Francis United Methodist Church, and we look across the street to see McKee Rd Neighborhood Park and McKee Rd Elementary. We are excited to be part of the McKee Road community. Our Locations One school - Two locations In Fall 2022 , Telra Institute opened its K-8 building at 4150 McKee Rd where our next door neighbor is St. Francis United Methodist Church, and we look across the street to see McKee Rd Neighborhood Park and McKee Rd Elementary. Take a virtual tour . Starting Fall 2025, our high school students will be 4 mi down the road at 3130 Campus Ridge. This new facility is walking distance to the CPCC Levine Campus, where our students benefit from a tightly integrated dual-enrollment (college + high school) experience. K-8 Telra to Telra High school High School construction March - April Clearing Stormwater management More stormwater Staging equipment Staging equipment Trenching for fence installation Trenching for fence installation Silt fence controls site erosion Silt fence controls site erosion Area cleared for silt fence Area along silt fence being cleaned up Truck being loaded with trees Looking back on McKee construction Fall 2021 to Fall 2022 Watch the video above for the location announcement from Telra Institute's Chancellor and Founder, Ronak Bhatt. Groundbreaking ceremony, September 2021 Grading, November 2021 December 2021 Update: Foundations poured for the Telra academic building and gymnasium January 2022 Update: Foundations in place and wall panels being poured. February 2022 Update April 2022 Update

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

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