Search Results

Telra Institute Remote Academy Boundless Learning across North Carolina Creating advanced learning opportunities is our core mission at Telra Institute. We've been doing it since 2021 for our in-person students in Charlotte, and now our Remote Academy is designed to extend this mission to even more families all across North Carolina. We are bringing the Telra Institute mindset of innovation and excellence to the world of remote learning, and you can participate, tuition-free . Admitting grades K-11 in 2025-26 and growing through 12th with our students Applications open Dec 15 School begins July 6, 2026 (school calendar ) Join us Learn more A Human-Centric online program Personalization built for acceleration Flexibility for modern families and busy kids Embracing the Telra community Is remote learning right for you? How to join Contact & FAQ A Human-Centric Online Program An online curriculum that understands the importance of human connection Real teachers on-screen with charisma and passion to inspire young learners High production value video captures attention, designed like the content students consume outside of school Based in cognitive science - Short direct instruction lessons followed by interactive activities & retrieval practice to validate and cement learning Personalization built for Acceleration Advanced learning for everyone Your individual readiness , not your age, determines the courses & grade level you qualify for Advance through multiple levels each year if you are motivated. Teachers set a recommended pace, but ultimately each student follows their own trajectory at Telra Earn high school credit in middle school, and even college credit with AP offerings & more Course library of over 65 options, and growing English courses 🞗 ELA 6th 🞗 ELA 7th 🞗 ELA 8th 🞗 English 1 🞗 English 2 🞗 English 3 🞗 English 4 🞗 College Writing 🞗 AP English Language & Composition World Languages 🞗 Spanish 1 🞗 Spanish 2 🞗 Spanish 3 🞗 French 1 🞗 French 2 🞗 AP French Language & Culture 🞗 ASL 1 Mathematics courses 🞗 Math 6th 🞗 Math 7th 🞗 Math 8th 🞗 Integrated Math 1 🞗 Integrated Math 2 🞗 Integrated Math 3 🞗 Advanced Math & Trigonometry 🞗 AP Statistics 🞗 Pre Calculus 🞗 Algebra 1 🞗 Geometry 🞗 Algebra 2 Arts courses 🞗 Introduction to Art 🞗 Drawing 🞗 Photography 🞗 Art History 🞗 Music Production / Digital Media 🞗 AP Music Theory 🞗 AP Art History Science courses 🞗 Earth & Space Science 🞗 Life Science 🞗 Physical Science 🞗 Environmental Science 🞗 Biology 🞗 Chemistry 🞗 Physics Elective courses 🞗 Intro to Communication & Speech 🞗 Online Learning & Digital Citizenship 🞗 Strategies for Academic Success 🞗 Cryptocurrency 🞗 Financial Literacy 1 🞗 Financial Literacy 2 🞗 Intro to Engineering 🞗 Intro to Computer Science 🞗 Intro to NFTs 🞗 Senior Seminar Social Science courses 🞗 Ancient World History 🞗 World Cultures & Geography 🞗 US History 🞗 World History 🞗 US Government & Politics 🞗 Economics 🞗 Philosophy 🞗 AP US Government & Politics 🞗 AP Psychology Health & PE courses 🞗 Health 🞗 Physical Education 1 🞗 Physical Education 2 Looking for coursework beyond what you see here? Reach out! We're always building and may be able to accommodate. Flexibility for Modern Families and Busy Kids School that works on your time Asynchronous learning so students can log in anytime and balance school with personal commitments, sports, arts, & family Platform agnostic so you can learn from your laptop, tablet, or phone Extended calendar so students have more time to complete courses if needed, or take days off and still not feel rushed 24-7 real-time feedback from AI, backed by online technical & instructional support from humans Multilingual-friendly with many courses available in Russian, Arabic, Spanish, and Ukrainian Homeschool-friendly Part-time enrollment available (at least 2 courses per semester) Earn credits recognized at all public schools in NC Show proficiency on NC standardized exams Build a broader transcript for college applications Embracing the Telra community Telra Institute has a relentless focus on building the advanced learning community in NC Participate in Telra extracurriculars, sports, competitions, field trips, and social events as your interest and location allow Build friendships among peers who share a passion for advanced learning Priority transfer rights if you decide to join the in-person school in Charlotte or future locations throughout NC Math Counts champions Academic competitions Basketball team Sports Washington, DC Field trips Math Counts champions Academic competitions 1/5 Is remote learning right for you ? Characteristics for success: focus, discipline, independence, and techno-fluency Remote students.... ...must be able to maintain focus on the teacher and learning materials. ...must have the discipline to use their technology for schoolwork and avoid the potential distractions of an internet-connected device and of their physical remote environment. ...need to be self-directed and resourceful to take ownership of their learning and any hurdles that might arise. ...should have basic familiarity with technology to optimize learning conditions, address minor troubleshooting issues, and type effectively for chat communication. Telra Institute Remote Instruction Plan Want to learn more to help you decide? How to Join Your Mission, should you choose to accept it Learn about eligibility, timelines, lotteries, and the enrollment process When you're ready, follow these enrollment steps Contact and FAQ Need to know more? Have questions? Want to chat? Connect with us at: RemoteAcademy@telra.org FAQs Why are you doing this? Because we're not just a school; we're a movement. At Telra, we believe young people can go farther, faster, than the establishment believes. And we don't think bureaucracy or inertia should hold any student back from realizing their potential. We may be just a scrappy upstart, but our ambition is to bring excellent instruction and unbounded education to students everywhere. And did we mention it's tuition-free ? When does the school year start? With an asynchronous program, we can provide maximum flexibility to families by beginning our school year in July. That way, families have access to the online platforms for 12 months through the following June. Students are best-positioned for success if they join at the start of the school year on 7/6/25 and participate in orientation. What if students need more time to complete a course? That's fine. It's more important to work at a pace where you can learn the content than to finish on a prescribed time table. At Telra, students follow their own trajectories through the curriculum - sometimes faster, other times slower. How is attendance tracked? Students need to log in and perform an action in the online platform each day to be counted as present. Can students attend part-time? Yes! See more . Are there in-person requirements? Only for required testing like End-of-Grade and End-of-Course exams. Students would need to travel to our Charlotte location ~once per year, but we are exploring having testing centers in other cities where there is a concentration of students. Can students transfer to the in-person program later? Yes! Remote Academy students have priority transfer rights. Remote students in good standing can transfer to the in-person program if space is available (without needing to participate in the in-person enrollment lottery). Because the curricula are different, additional placement testing is required. What kind of device or technology is required? You will need a solid internet connection and a laptop/desktop. Many lessons can be accessed on a tablet or phone, but you may need a keyboard for some longer responses. A microphone/camera is also recommended so that you can video chat with Telra teachers during check-ins. Where will this go in the future? The program is expanding to include grades K-4 in 2026 (stay tuned for more details), along with 11th grade. The 27-28 year will be a full K-12. We are also considering possible physical expansion, and some other out-of-the box ideas too early to even hint at. Early adopters will get to join us on this rocketship. Sounds intriguing, but what if it doesn't work for us? Remote learning isn't for everyone, but if you've been turned off from app-based virtual school before, we are offering something different. Students can get disengaged going over material they already know and speedrun through boring lessons. Our platform is different, because we leverage the human connection . Give us a try for 30 days, and see if the engagement is there. (You might even start part-time and switch to full-time once you see how it's working for you.)

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.

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. Support Telra Support from the community helps us make our distinctive learning experience accessible for all children. Telra Institute and Telra Supporting Organization are each 501(c)(3) nonprofits with Platinum seals of transparency from GuideStar , the world’s largest source of information about nonprofit organizations. Telra Supporting Organization (the school's fundraising "foundation") Telra Institute (the school) Donate Make a tax-deductible donation to τ au, the Telra Annual Use Fund Shop Earn money for the school by doing the things you already do: Mabel's Labels Office Depot Give Back Volunteer Find volunteer opportunities Donate

Telra Institute offers free morning and afternoon bus service to help safely transport our students between school and home. We offer three Charlotte area routes: Red, Blue, and Green. Telra Institute offers free morning and afternoon bus service to help safely transport our students between school and home. Safe. Reliable. Convenient. At Telra Institute, we are committed to providing safe and efficient transportation options to ensure your child’s journey to and from school is worry-free. Below you'll find everything you need to know about our school bus services. Routes & Coverage Our bus routes are carefully planned to serve families across the greater Charlotte area. We currently operate routes along the following lines: Line1: Ballantyne Line 2: Park Road and South Charlotte Line 3: Monroe Road and East Charlotte Line 4: Blakney, Matthews, Indian Trail Note: Routes are updated annually based on enrollment and demand Pick-up & Drop-off Times Morning Pick-up: Between 7:00 AM – 8:00 AM Afternoon Drop-off: Between 3:45 PM – 4:45 PM Exact times will be provided upon enrollment in the bus service. Registration Process Complete the Bus Service Request Form Transportation is in high demand, and requests for transportation may be entered into a lottery system Receive Confirmation Email when transportation is awarded Registration is first-come, first-served annually, and may involve a lottery Safety Protocols (Please review) Your child’s safety is our top priority. All buses are: Operated by certified, background-checked drivers Equipped with cellular tracking Regularly inspected and maintained Staffed with trained personnel for emergency procedures All riders and parents must agree to the Telra Institute Bus Rider Expectations All students of Telra Institute are eligible to ride the school bus. Telra draws students from a wide geographic area, so the Telra buses make stops at cluster meeting points. The school bus is the safest vehicle on the road. Students are about 70x more likely to get to school safely while riding a school bus compared to traveling by car. >> Families must adhere to the bus rider expectations to ride the bus

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

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!