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Student Health Telra Institute has a Health Manager based on our K-8 campus to handle our day-to-day needs with treatment of minor injuries, triaging ill children, administration of approved medications, and maintenance of health records. You can find the required forms for State health compliance and school reporting on this page. If you have any questions or concerns about your child, please reach out to WellnessCenter@telra.org On this page Required Health Documents New students 7th grade 12th grade Optional Health Documents Medication Asthma Allergy & Anaphylaxis Required Health Documents Health Assessment Form (new students) North Carolina state law requires a health assessment for all K-12 children presented for admission into the public schools for the first time. The statute applies to all students of any grade who are new to North Carolina Public Schools, such as students who are: Entering Kindergarten for the first time Moving to North Carolina from another state or country Switching from a private or home school (and never attended NC public school before) The required Health Assessment Form may be completed by your child's doctor or at a participating local health department. By law, this form must be submitted within the first 30 days of the child's school attendance or the child will not be permitted to attend and may lose their assignment at Telra. Immunization Requirements (7th and 12th grade) North Carolina state law requires rising 7th and 12th grade students to provide proof of updated immunizations. 7th grade immunization requirements 12 grade immunization requirements Please obtain a Certification of Immunization from your child's doctor or medical provider and submit that to the school. By law, this form must be submitted within the first 30 days of the child's school attendance or the child will not be permitted to attend and may lose their assignment at Telra. Required Optional Optional Health Documents Medication Authorization If your child requires medication that they will need to take during the school day or while attending after-school activities, they must have a signed Medication Administration Authorization Form. This form is required to be signed by a physician and students will not be able to take medication at school without it. Medication can only be turned in by a parent or legal guardian and may not be brought to school by the student. Asthma Action Plan If your student has asthma, the following form is required so that they can be treated effectively if their asthma presents during the school day or while attending after school activities. This form is required to be signed by a physician. Food Allergy & Anaphylaxis Emergency Care Plan If your student has an allergy, the following form is required so that they can be treated effectively if their allergy presents during the school day or while attending after school activities. This form is required to be signed by a physician. Medication authorization Asthma action plan Allergies action plan

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, many in education have promoted a shift in the teacher’s role from "sage on the stage" to "guide on the side . " But 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. Sages are encouraged to join us. 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.

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

Telra High School Interest Survey Take Survey > Telra Institute is a tuition-free public K-8 charter school in South Charlotte with an approach that nurtures challenge , encourages tailored acceleration , and crafts a unique learning journey for each child . We enable advanced learners to realize their potential by going beyond the conventional educational model. Many families have asked us about expanding the Telra model to high school, and we'd like to understand how strong the interest would be for a school that extends Telra's advanced learning model to grades 9-12. Please complete the survey to let us know your thoughts. Take Survey >

School Calendar 2026-2027 Calendar (Grades K-8) School hours 8:15 a.m. - 3:30 p.m. 2026-2027 Calendar (Grades 9-12) School hours 8:30 a.m. - 3:00 p.m. 2026-2027 Calendar (Remote Academy) 2026-2027 Admin calendars 2027-2028 Telra Institute calendar 2027-2028 Telra Institute Remote Academy calendar

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. If the documents from Step 3 meet the requirements for early entry, 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 any necessary 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

We enable advanced learners to realize their potential by going beyond the conventional education model. Our approach is to nurture challenge, encourage tailored acceleration, and craft a unique learning journey for each child. Students will finish 5th grade being one to three grade levels ahead Our Approach We enable advanced learners to realize their potential by going beyond the conventional education model. Our approach is to nurture challenge , encourage tailored acceleration , and craft a unique learning journey for each child. Students will finish elementary grades being one to three grade levels ahead of the standard curriculum, move on to learn some high school content in middle school, and aim to finish high school with a college (Associates) degree complete. Our Approach Nurture challenge We nurture challenge. Most schools teach to grade-level standards. At Telra Institute, we know that advanced learners thrive when they are supported in their ZPD - The Zone of Proximal Development. By balancing activities that students know how to do with infusions of more advanced content that they can master with guidance, we nurture challenge and maximize learning, confidence, & growth. The best way to achieve this - to reach students in their individual ZPD - is through tailored acceleration. “Educational acceleration is one of the cornerstones of exemplary gifted education practices, with more research supporting this intervention than any other in the literature on gifted individuals.” — The National Association for Gifted Children (NAGC) In a typical American classroom... 14-37% of students test at least one grade level ahead in math . 20-49% of students test at least one grade level ahead in reading . Acceleration helps meet their needs Encourage Acceleration We encourage tailored acceleration. Acceleration, moving through a curriculum at a faster rate or at a younger age, leads to exceptional growth and achievement. While common at the high school level, acceleration can be difficult to implement in the traditional elementary school environment due to schedule constraints, curriculum choices, and policy barriers. The Telra system was designed from the ground up for agility. It enables tailored acceleration and enrichment opportunities for every student, in every grade level, every day. By introducing intermediate levels (e.g., grade 2.33), challenge can be adjusted more precisely to accommodate each student’s skill, motivation, and capability. We build a unique Personalized Learning Plan for each student that targets their ZPD based on their evolving strengths. We craft a unique learning journey for each child. All classes at Telra are rigorous, but we've gone further to design a curriculum, schedule, assessment model, and staffing model to make acceleration simple. A numerically inclined Kindergartener might sit with a 1st grade group for math, and then reconvene with her Kindergarten group for social studies and reading. A highly literate 2nd grader might be with 3rd graders for reading and then rejoin his classmates for PE. These transitions occur smoothly and naturally throughout the school day. Depending on their personal journey at Telra, students will finish elementary grades one to three years "ahead" of the standard curriculum sequence. (And sometimes more. 4th and 5th graders taking high school algebra is not uncommon.) Most will then begin working on high school content in middle school, and then when they enter high school, Telra students begin working on early "college level" content, earning actual college course credits and on their path to a degree. Trajectories and grades Smooth Path