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School Calendar Telra's school day starts at 8:15 a.m. and ends at 3:30 p.m . Doors open at 7:55 a.m. Looking for next year's calendars? 2025-2026 Calendar (Grades K-8) 2025-2026 Calendar (Grades 9-12)

COVID-19 presents an evolving challenge for schools, businesses, and other institutions. While the disease environment, treatment options, and public health guidance are in flux, we understand families want some clarity on expectations for the new school year so that they can prepare. With that in mind, Telra Institute has established this protocol to guide our school opening plan. COVID-19 Protocols Telra Institute COVID-19 Protocols Updated: February 17, 2022 Quick Links Context & Goals Implementation Detail on Key Protocols COVID-19 Testing and Consent Context COVID-19 presents an evolving challenge for schools, businesses, and other institutions. While the disease environment, treatment options, and public health guidance are in flux, we understand families want some clarity on expectations for the new school year so that they can prepare. With that in mind, Telra Institute has established this protocol to guide our school opening plan. Goals Our primary goals in establishing this protocol are: Health and safety of our students and staff Continuity of in-person learning in the Telra model Allowing a “normal” school experience as much as possible These goals naturally involve trade-offs, and our challenge is to find the right balance among these goals as community conditions and data about COVID-19 change. Context & Goals Implementation Detail Implementation Detail on Key Protocols Face coverings Telra encourages teachers to use outdoor time to provide students with frequent mask breaks and to enable mask-free time each day. We will use opportunities during recess, lunch, PE, and outdoor learning (as lesson plans and weather permit) to maximize “face” time. In circumstances where face coverings are required, individuals should follow the mask specification guidance provided by the CDC. i.e., a 2+ ply fabric worn over the nose and mouth. Face coverings are required on school buses by CDC Order. Students with a bona fide medical or behavioral condition that prevents proper mask usage can be exempted from wearing a face covering. Securing an exemption requires the completion of a Telra Face Covering Exemption form , signed by a medical authority, and reviewed and approved by the School Administration Team. Physical distancing Telra classrooms are configured such that grades K-1 will typically have ~3 ft of spacing while grades 2-3 will have 5-6 ft of spacing. However, children do move around and this distancing cannot be guaranteed at all times, which is why we employ multiple layers of protection Students will be assigned seats in classrooms to minimize exposure to nearby classmates Ventilation All Telra classrooms are outfitted with HEPA air purifiers capable of 5-6 air changes per hour. Teachers are instructed to crack windows and doors to increase ventilation, but they have the discretion to close them if it interferes with a comfortable classroom environment Sanitization and hand washing High-touch surfaces are cleaned and disinfected regularly. Proper and frequent hand washing will be modeled and encouraged. Water fountains remain, for the time being, closed. We ask all students to pack enough water for the day, including extra if they participate in an afterschool program. Stay at home if you are sick Students or staff should not come to (and will not be allowed on) campus when they are sick or showing symptoms of being sick. Students or staff who present symptoms consistent with COVID, including congestion, fever, cough, sore throat, vomiting, or diarrhea, will be required to leave school until they meet the return to school criteria defined in the NC Strong Schools toolkit: Option 1: A negative test for COVID-19 or an alternative diagnosis and at least 24 hours since the person had a fever and felt well for at least 24 hours. (A negative antigen test may be used to satisfy this criteria if the person has a low likelihood of COVID-19 infection, e.g., no known or suspected exposure, fully vaccinated, or recent COVID-19 infection.) Option 2: 5 days since the first day of symptoms and at least 24 hours since the person had a fever and other symptoms of COVID-19 are improving Telra will require all staff and families to complete an attestation that they understand the symptoms of COVID-19 and that they must inform the School Administration Team if the staff member or student has exhibited these symptoms, tested positive for COVID-19, or been in proximate contact with anyone who has tested positive for or had symptoms of COVID-19 in the past 5 days . School staff will check student temperatures with a quick forehead scan upon arrival by car or bus. We will monitor this operation and make adjustments if necessary. Quarantine and return to school Positive individuals: If a student or staff member tests positive for COVID-19, they will be required to quarantine away from school. The return to school protocol will be determined based on the StrongSchoolsNC toolkit (or other updated health guidance). Currently, this protocol requires all of the following At least 5 days from the start of your symptoms (or the date of test if you don't have symptoms) and - It has been 24 hours since your fever is completely gone (without using medicine) and - Your symptoms are improving. Exposed individuals In general, an asymptomatic "close contact" of someone who has COVID-19 is required to quarantine for 5 days from the date of last exposure, if no symptoms have been reported during daily monitoring. If the day of last exposure is "Day 0", this means 5 days at home and a return to school on Day 6. However, there are several exemptions that can eliminate the quarantine requirement Vaccine exemption - Individuals with up-to-date vaccinations are exempted from quarantine in the event they are exposed to COVID-19. ("Up-to-date", for those over 18, requires having a booster.) Face covering exemption - Individuals who were wearing masks are exempted from quarantine if a student or staff member tests positive who was also properly masked during what would otherwise be considered a close contact in a school setting . For this reason, it is imperative that all students wear face coverings consistently and properly. COVID-19 cases are inevitable, and we want to minimize the number of children impacted by any quarantines. Prior infection exemption - Individuals who were confirmed to have had (and recovered from) COVID-19 in the last 90 days are exempted from quarantine in the event they are exposed to COVID-19. Test-to-Stay exemption - Individuals who are participating in the Test to Stay program are exempt from quarantine in the event they are exposed to COVID-19 Close contact Close contact is typically defined as within 6 feet for at least 15 minutes cumulatively over a 24-hour period In a school environment, children are not considered close contacts if they are properly masked The guidance does not distinguish between indoor and outdoor for these purposes. Individuals in close proximity for extended times, even outdoors, can be considered close contacts. A few common outside-of-school situations are presumptively close contacts: Living in the same house Ridesharing in the same vehicle Playdates without masks COVID-19 Testing COVID-19 Testing Overview Telra Institute offers no-cost COVID-19 testing for our students and staff. Participation in testing is entirely optional and requires parental or guardian consent, however we recommend families and staff opt-in to the testing program to support our goal of keeping kids in school, in-person, as much as possible. We know that making a COVID-19 testing appointment or finding a home test kit can be harrowing, time-consuming, and expensive. Offering free, on-site testing is one more way Telra strives to serve and protect our community. Testing Situations Telra does not have a random screening program. We perform COVID-19 tests only in the following situations: 1. Symptomatic individuals – Students or staff who present symptoms associated with COVID-19 can, in many cases, avoid being required to leave school if they can present a negative test result. 2. Close contacts – Students identified as close contacts who are not otherwise exempt (due to masking or vaccination) can eliminate quarantine if they participate in the Test to Stay program. 3. Family request – Telra will perform a COVID-19 test on a student upon request of their parent or guardian. This may be desired upon return from travel or just for piece of mind following a suspected possible exposure. Testing Types and Consent Forms COVID-19 tests are simple, comfortable, and non-invasive. Collections are done with what is called a lower anterior nasal swab, which is a collection swab about the size of a Q-tip that is placed just into the lower part of the nose and swirled around 3 times to collect the sample. This approach is much more comfortable and is not the collection method where the swab is placed deep into the nose. Adults can self-administer the test, but Telra’s young students will require a trained staff member to collect the sample. Telra uses Rapid Antigen Tests which provide a result in 10-20 minutes Fill out COVID-19 Rapid Antigen Testing Consent Form (one form per student) Return the form via email to frontdesk@telra.org Please include “COVID-19 testing consent ” in the email subject line Include the student name(s) in the body of your email We ask parents to complete this consent before you need it. If your child is symptomatic, they will have to pulled out of class and isolated while we call you to ask you to complete this form. Help us keep them learning! Test To Stay Telra Institute was one of the first schools in North Carolina to partner with Duke University's ABC Science Collaborative on a pilot of the Test To Stay protocol in Nov 2021. Results after the first six weeks of the study are shared here . This protocol builds off of a randomized trial study published in the Lancet that found that daily testing of school-based contacts was equivalent to self-isolation for control of COVID-19 transmission in school. In Jan 2022, North Carolina approved a broader roll-out of Test to Stay for all schools. Protocol – The updated Test to Stay protocol allows individuals who remain symptom-free to remain in school following a close contact, provided they continue to test negative in a series of COVID-19 tests. The duration and frequency of testing differs depending on the type of exposure: In-school or non-household exposures ( e.g., visiting a friend, exposure at gymnastics class) Test on Day 1 or day of exposure notification Test again on Days 2, 3, 4, 5 Household exposures (e.g., a COVID-positive parent or sibling who lives in the same home) Test on Day 1 or day of exposure notification Test again on Days 2, 3, 4, 5, 7, 9, 11, 13, and 15 following the known exposure Individuals who wish to participate in Test to Stay must complete two consent forms: Rapid Antigen Testing consent Research participation online consent (write in " Telra Institute " where the form asks for a school district). This form must be completed again for spring 2022 even if you already completed one last year. Test To Stay Rapid Antigen Test Comments/Questions? This protocol will continue to be updated as we deploy additional tools and resources to reduce risk and maximize flexibility and resilience of our learning model. If you have questions or comments, please reach out to us directly at frontdesk@telra.org

An integral part of our Telra founding team, Kate Waters is our Director of Operations. Prior to joining Telra, Kate most recently worked in the Learning and Development industry as a Learning Experience Designer, creating online learning platforms for businesses and schools. Kate brings to her role extensive operations experience from working in the tourism and events industry both domestically in Australia and internationally, in Europe, the UK and Asia. Meet Our Staff Contact us using our standard email address convention Firstname.Lastname@telra.org Kate Waters Director of Operations Prior to joining Telra, Kate most recently worked in the Learning and Development industry as a Learning Experience Designer, creating online learning platforms for businesses and schools. Kate brings to her role extensive operations experience from working in the tourism and events industry both domestically in Australia and internationally, in Europe, the UK and Asia. Kate holds a degree in Business, majoring in Marketing from Swinburne University (Melbourne, Australia), as well as a Graduate Certificate in Business Administration and a Post Graduate Diploma in Event Management and Public Relations. Back to Directory

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

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

Quick links for enrolled families Quick Links for Enrolled Families Dismissals View and change your child's dismissal plans Student info School bulletins, classes, schedules, and contact info Absent Report a planned absence. Provide a doctor's note

Every child is unique. Every child is deserving. Every school is different. Every family should be able to select a school that best fits their child's needs. See if Telra is right for you. Choosing A School Every child is unique with their own interests, strengths, and motivations Every school is different with its own character, curriculum, philosophy, and approach to education Every child is deserving of an education that helps inspire and prepare them to realize their full potential + + = One size does not fit all Every family should be able to select a school for their child that fits them best—where they believe their child can thrive Is Telra right for my child? Does our philosophy align with yours? Learn More > Yes Does our educational approach fit your child's needs? Learn More > Would your child be excited by our curriculum? Learn More > Yes Yes Would your child appreciate our instructional influences? Learn More > YES

Support our school by shopping at Publix.. Participating is easy! 1. Simply sign up for Club Publix or log in to your existing account. 2. Click Publix Partners , and select Telra Institute . 3. Then, every time you shop at Publix, pay with the Publix app or enter your phone number at checkout. 4. Publix will give back to Telra Institute—one of the many perks of being a Club Publix member! Club Publix Login For step-by-step instructions, click here . Enrollment in Publix Partners expires each July and you still need to sign up annually. Log into your account each July to select Telra Institute in your account settings.

School Report Card Year Letter grade Performance score 2023-2024 A 86 2022-2023 B 81 2021-2022 B 79 Read to Achieve Item 2023-2024 (Count) 2023-2024 (Percent) 2022-2023 (Count) 2022-2023 (Percent) 2021-2022 (Count) 2021-2022 (Percent) Demonstrated reading proficiency on the Beginning-of-Grade 3 (BOG3) Reading Test, the End-of-Grade (EOG) Reading Test, or the EOG Reading Retest 65 87.8% 58 81.7% 27 79.4% Did not demonstrate reading proficiency on the BOG3 Reading Test, the EOG Reading Test, or the EOG Reading Retest * * 13 18.3% * * Good cause exemption a) Students who took and passed an alternative assessment approved by the SBE * * * * * * Good cause exemption b) English Learner [EL] students with less than two school years of instruction in an English as a Second Language [ESL] program. * * * * * * Good cause exemption c) Students whose current IEP indicates the use of the NCEXTEND1 assessment, have a 2+year delay, or have received reading interventions for 2+ years. * * * * * * Good cause exemption d) Students who have been previously retained more than once in K, 1st, 2nd, or 3rd grades. * * * * * * Good cause exemption e) Students who demonstrated reading proficiency appropriate for third-grade students through a RtA Reading Portfolio. * * * * * * The number and percent of students eligible for priority enrollment in reading camp. * * * * * * The number and percentage of students eligible for priority enrollment who attended reading camp. * * * * * * Total number and percentage of students retained for not demonstrating reading proficiency on State RTA third-grade standards * * * * * * Number and percentage of students retained per RTA who do not return to the charter school for the upcoming school year. * * * * * * Number of students who passed the alternative assessment (iReady) 29 N/A 61 86% 31 91% * If the number of students in a data field is fewer than 10 students, an asterisk (*) is shown

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Telra Institute's K-5 curriculum offers a rigorous and comprehensive foundation with tailored acceleration and enrichment opportunities for every student every day.  Curriculum Telra Institute's curriculum offers a rigorous and comprehensive foundation with tailored acceleration and enrichment opportunities for every student every day. Mathematics Sciences and Humanities Gym Specials and Explore Mathematics In mathematics, Telra employs the Singapore Math curriculum for younger students (grades K), Beast Academy math for upper elementary (grades 1-5), and Art of Problem Solving math for middle school Mathematics Course of Study Math Singapore Math The nation of Singapore has consistently ranked at the top on international mathematics exams . Singapore's curriculum was adapted and introduced to the U.S in 1998 and is now in widespread use in both public and private schools. The Singapore method is known for its rigor and its focus on learning fewer concepts at a greater depth than traditional U.S. math curricula. Art of Problem Solving Beast Academy is a problem-solving oriented math curriculum designed with advanced elementary math learners in mind. The program was developed by the mathematics enthusiasts at the Art of Problem Solving to be the curriculum they wish they had as young students, and it progresses into the Art of Problem Solving middle school curriculum. The program focuses on building a foundation for more advanced math and science classes, instilling a joy of problem-solving, developing flexibility and perseverance, and teaching students to develop new insights on their own. Sciences and Humanities In the Sciences and Humanities, Telra uses a version of the Core Knowledge sequence heavily supplemented with skill and knowledge-building curricula in the elementary grades. At middle school, students begin transitioning to high-school content in English, History, and Science. This approach provides the students the benefits of a comprehensive common foundation of content knowledge while creating ample time for enrichment, exploration, inquiry, and the development of advanced skills. Language Science Social Language Arts Course of Study Our youngest learners start with the phonological awareness and phonics curricula to build a solid reading foundation. We use a variety of literacy and language strands to form this foundation and extend their growth as readers and writers: Core Knowledge Language Arts Printing and cursive skills with Zaner-Blosser Shurley Grammar Vocabulary using Caesar's English and the Word within the Word As students progress, they spend more time with the Language Arts program developed by the W&M Center for Gifted Education, which includes award winning literature units , and the Jacob's Ladder reading comprehension program focused on developing critical thinking skills As students transition to middle school, they being working with the rich OAT English curriculum Science Course of Study The Core Knowledge Science sequence provides students with a firm, cumulative knowledge base in science and engineering design, informed by the Next Generation Science Standards . W&M Center for Gifted Education has developed a series of problem-based science units for advanced learners. In addition to exposing them to scientific concepts, these units engage students directly in scientific investigation, explore the relationship of science to all areas of human activity, and develop scientific habits of mind. In the 6th grade year, students are exposed to a series of project-based W&M science units, preparing them to dive back into a systematic Integrated Science curriculum in grades 7-8 Social Studies Course of Study The Core Knowledge History and Geography sequence helps students build knowledge of diverse civilizations, cultures, and concepts, while incorporating topics from civics & arts and integrating tightly with the Language Arts program. Our 8th graders explore a grand sweep of history using the World History Project curriculum We supplement this with the W&M Center for Gifted Education Social Studies units which promote more primary source analysis, systems of cause and effect, and critical thinking. Gym We believe physical activity is important. Everything from the traditions of ancient Greece to modern research findings support the idea that honing the body (aside from its intrinsic health benefits) also facilitates learning. That's why o ur students enjoy PE or an extended recess 2 or more days per week Research shows that physical activity improves speed and accuracy of cognitive tasks, the ability to focus attention, and of course long-term positive health outcomes. Gym Specials and Explore K-3 students rotate through Visual Arts and Music Our grade 4+ students will participate in a weekly workshop called “Explore." Explore is organized into 6-12 week sessions in which students can select a passion project from a set of rotating offerings developed by their teachers. These are determined term-to-term based on interest and staffing. Examples include art, debate, chess, basketball, track, leadership, keyboarding, math club, and poetry. Specials

Telra UNC Charlotte Learner Investigation Program - TULIP is a collaboration between Telra Institute and the Cato College of Education at UNC Charlotte to identify and cultivate academic talent in children. Our long-term goal is to broaden and strengthen the pipeline of future scholars by supporting young learners and their families with educational resources, guidance, and programming to fully develop their potential. T elra U NC Charlotte L earner I nvestigation P rogram TULIP is a collaboration between Telra Institute and the Cato College of Education at UNC Charlotte to identify and cultivate academic talent in children. Our long-term goal is to broaden and strengthen the pipeline of future scholars by supporting young learners and their families with educational resources, guidance, and programming to fully develop their potential. 2022-23 Program Offerings Math Enrichment with the Charlotte/Mecklenburg Math Club The Math Club began in 1987 to provide enrichment and challenges for students who have interest and ability and mathematics. In monthly meetings, students work individually and in small groups, supported by mentors, to solve problems from various areas of mathematics and hear occasional presentations. Various divisions available for grades 4-12, and no registration is required. In-person meetings at Telra Institute , 4150 McKee Rd, Charlotte, NC 28270 October 8, 9:30am November 12, 9:30am (Special presentation from Angelina Quan, NCs top scorer in the AMC 10, at 11:30) Ja nuary 14, 9:30am-12:30pm February 18, 9:30am-12:30pm March 18, 9:30am-12:30pm April 22, 9:30am-12:30pm Po-S hen Loh 2023 Math Tour How to S urvive the ChatGPT invasion Prof. Po-Shen Loh is a social entrepreneur and inventor working across mathematics, education, and healthcare. He is a math professor at Carnegie Mellon University and the national coach of the USA International Mathematical Olympiad team. He has pi oneered innovations ranging from a scalable way for people to learn challenging math live online from brilliant people to a new way to control pandemics by leveraging self-interest Telra Institute , 4150 McKee Rd, Charlotte, NC 28270 Wednesday May 23, 7:00pm Tickets are free, but seats are limited Pre-registration required Prior Offerings Virtual Seminar - Challenges of Parenting a Gifted or 2E Kid Presenter: Alyse Bone , MS, CRC, LCMHC, RYT-200 Watch recording below. February-April 2022: Asynchronous Development in Elementary-aged students (rising K to rising grade 5) We know that talented young learners often develop in asynchronous ways, with some sets of capabilities maturing faster than others. Research staff from UNC Charlotte are offering a free multi-dimensional set of assessments that measure overall development, with a particular focus on language, reading, mathematical, and social-emotional development. Parents are also asked to complete a set of rating scales to help gain a full picture of your child’s social-emotional development. Why participate? Gain a better understanding your child – All the assessment results will be provided to you. Receive tailored guidance Educational resources or next steps for your child recommended by UNC Charlotte education experts Social-emotional advice and support resources provided by a psychologist who specializes in working with gifted and 2E children (student identities are not disclosed to the psychologist) Receive more personalized education For Telra students, the results can help staff to better understand and accommodate your child’s learning needs For non-Telra students, you can choose whether or not to share the results with your child’s school Certify your child for school gifted and talented programs Most schools do not provide free testing for gifted qualification until late 2nd or 3rd grade Securing this suite of assessments on your own could cost hundreds of dollars Note: TULIP offers a very common set of assessments, but we make no guarantee that these are accepted your school. Please check your own school/district policies regarding gifted/AIG/TD identification. Surface indications of any learning differences, such as ADHD or ASD, that could benefit from early identification and management. Help advance UNC Charlotte’s research on asynchronous development in children, with a particular focus on gifted and 2E learners. Assessments details Depending on your child’s age, they would participate in most or all of the following assessments: Screening Assessment for Gifted Elementary and Middle School Students (SAGES-3 ) Test of Phonological Awareness (TOPA-2+) Peabody Picture Vocabulary Test (PPVT-5) Expressive Vocabulary Test (EVT-3) Raven’s Progressive Matrices (RPM/RCPM) The overall assessment time is 2-2.5 hours, plus 30-60 mins across multiple play breaks. Parents of participating children will be asked to complete a set of surveys related to your child’s academic, development, and social-emotional development. Completion of these forms should take 55-75 mins. Child Behavior Checklist (CBCL) Behavior Assessment System for Children (BASC-3) Vineland Adaptive Behavior Scales (Vineland-3) Parenting Stress Index (PSI-4) Questions? TULIP@telra.org