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Telra's school day starts at 8:15 a.m. and ends at 3:30 p.m.  Our doors will open at 7:55 a.m. Here are the procedures for BSC, car lines, late arrival, early dismissal, dismissal, and ASC. Arrival & Departure The K-8 school day starts at 8:15am and ends at 3:30pm Our doors will open at 7:50 am. The High School day extends from 8:30am - 3:00pm. Doors will open at 8:15am. Looking for the Telra School Calendar? Quick links K-8 Campus (4150 McKee) Daily schedule Car line flow and rules Arrivals Departures High School Campus (3130 Campus Ridge) Daily schedule Drop off and pick up location Arrivals Departures Dismissal and Arrival plans K-8 Campus (4150 McKee) Daily schedule 7:45am – Cars allowed to enter drop-off line. 7:50am – Morning car line unloading begins; walkers may arrive. 7:55am – 8:05am - School buses arrive 8:10am – Shuttle bus to High School departs K-8 campus 8:15am – K-8 Morning bell - Arrivals after this time must park and sign in tardy. (See how to avoid tardies. ) 1:00pm – Dismissal changes cut off – no changes accepted after this time. 3:00pm – Latest time for early dismissal. 3:05pm – Cars allowed to enter pick-up line. 3:30pm – Afternoon bell. Shuttle bus from High School returns to K-8 campus. 3:35-3:40pm – Students begin exiting for car line, buses, vans, walkers, and after school care. 3:55pm – End of car line. 4:00pm – Pickups after this time will incur after-care charges . Car line flow and rules The map below shows how traffic flows during arrival and dismissal times. Car line time restrictions – Cars will not be allowed to enter the property for car line before 7:45am in the morning or before 3:05pm in the afternoon. The car line blocks access to our building which we need to keep open for staff, before care, and early dismissals. If you arrive early, you will be turned away. Please do not try to circumvent this by queuing up on the road or in the church parking lot. One way flow. Please note that the main entrance to the school is on the west end of campus from the road that runs between the Baptist church and St. Francis church. We have two driveways directly on McKee Rd – one for buses only and one is exit only. Do not try to enter these driveways. Three-lane drop zone with driver side entry/exit. Our car line queue expands to 3 lanes , and we’ll use all 3 for drop off and pick up. The near lane loads/unloads first, then after it empties, the 2nd lane goes, and after that, the far lane. Access is from the LEFT side of the car. Please make sure your children are ready to load/unload from the driver’s side . If you must access from the passenger side, be sure to take lane 3 (furthest to the right) Parents should stay in the car. PLEASE REMEMBER! If you are in the middle or far lane, please keep your children in the car until a staff member approaches to open your door. If you need to help your child settle into a car seat, wait until you can pull forward around the curve and then off to the side. Arrivals Telra's K-8 academic day starts at 8:15am, and students need to be in their classroom at that time to avoid being marked tardy. We know the morning routine at home can be tough, but be sure to arrive well-in time to make sure your child starts the Telra day on the right foot. We want to teach students that punctuality matters. The K-8 morning car line opens at 7:50 am. Aim for the Green zone ! Cars arriving 7:50 - 8:05 am - Green zone - Your child will have plenty of time to visit their locker/cubby and get to class. Maybe even chat with their friends and relax a bit before school begins. Cars arriving 8:05 - 8:10 am - Yellow zone - Your child will likely be on time, but you haven't left much cushion in case there is traffic on the road or in our drop off area. (And if you have a child hoping to ride the shuttle bus to the high school, you likely missed it.) Cars arriving 8:10 - 8:15 am - Red zone - There is a good chance your child will be tardy. Best case scenario, they'll be rushing to get to class. Cars arriving to the loading zone after 8:15 am - Tardy - You will need to park and sign your child in. Before School Care Families dropping off for Before School Care can stop in the curve and approach the walker entrance (located at the gym - to the right of the main entrance and flag pole.) The parking lot is open only for staff and Before School care between 7:00-7:45am You can sign up for Before School Care here . Walkers Walkers will use the main front door Families must pre-register with frontdesk@telra.org to be walkers (limited to families who live within a 1 mi. radius on the north side of McKee Rd) Late Arrivals If you arrive after 8:15am , please park in the pavilion parking lot of the school and walk your child to the front door to sign them in. The Operations team will then issue your student with a late pass before sending them to their classroom. Do not pull into the bus entrance at the back of the school. Departure Students will be dismissed at 3:30pm, but it takes time to leave the building. The car line doesn't start loading until around 3:35. Car riders, please follow the same traffic flow of arrival. Please do not line up for afternoon pickup before 3:05 pm. If you arrive early, you will be blocked from driving on campus and that risks creating a back-up on McKee Rd. (This is one area in life where it's not good to be too early! Many parents plan to arrive around 3:45, and can get through car line in 10-20 mins) C ar tags - All cars must have their car tags hanging on the rear view mirror (or a clearly visible piece of paper on the dashboard with your family's assigned car line number, family name, and children's names.) If you are carpooling with another family, find out their number and display both tags or a home-made sign in clear lettering Bus riders/van riders will be collected and taken to their bus or van. Walkers will be collected and taken to the playground. Parents of walkers should assemble near the playground gate (do not enter the playground). A member of staff will walk students out to you. K-8 K-8 schedule Car line K-8 arrivals K-8 departure High School Campus (3130 Campus Ridge) Daily schedule 8:10am - Shuttle bus departs from K-8 8:15am - Telra HS classrooms open for student check-in 8:25am - Shuttle bus arrives at HS 8:30am – Classes begin - Arrivals after this time marked tardy 1:00pm – Dismissal changes cut off – no changes accepted after this time. 3:00pm – Dismissal; car pickups at Telra High School 3:05pm – Shuttle bus departs Telra High School for K-8 campus 3:20pm – Shuttle bus arrives at K-8 campus Shuttle bus schedule Drop-off and Pick-up location Families dropping off and picking up children at the high school should follow the directions in the image below and drop off near the orange arrows at the front of the school. Arrivals Telra's High School academic day starts at 8:30am , and students need to be in their classroom at that time to avoid being marked tardy. We know the morning routine at home can be tough, but be sure to arrive well-in time to make sure your child starts the Telra day on the right foot. We want to teach students that punctuality matters. Car drop-offs at the High School Arrive between 8:15-8:25am so that students have time to walk to class Car drop-offs at CPCC Students who have classes beginning at 9am or earlier may be dropped off directly at CPCC If your first class of the day is a CPCC class beginning after 9am , you are expected to come to the high school at 8:30am and check in first. Car drop-offs or walkers at the K-8 campus Arrive no later than 8:05am so that students have time to catch the shuttle departing at 8:10am If you are late, keep driving and head to the high school campus Bus riders Bus routes should arrive at the K-8 in time for the interchange to the shuttle bus But don't dally! Head straight to gather in the arranged location for the shuttle. Late Arrivals If you arrive after 8:30am , you are tardy. Head directly to class if it is already in session. Check in at the Telra high school as soon as possible. Departures Students will be dismissed at 3:00pm. Car riders can be picked up in one of two locations At the high school campus shortly after 3:00pm Via the K-8 campus car line shortly after 3:30pm The inter-campus shuttle departs the high school at 3:10pm and arrives at the K-8 campus by 3:25pm allowing transfers to another school bus or to the K-8 car line High School HS schedule Drop off pickup HS arrivals HS departures Setting and changing dismissal plans End-of-Day Dismissal Set your end-of-day dismissal preferences and make changes through our Microsoft Dismissal & Absences tool available from our Quick Links page. You will need to log in with your child's Telra Microsoft Credentials Dismissal changes must be submitted by 1pm (at latest) on the day of dismissal. (24-hours notice is preferred.) Changes to regular dismissal method will not be made after 1pm. Early Dismissal (for K-8) Parents can sign their children out of school early prior to 3 :00pm. From 3:00pm onwards students will not be dismissed early. Change in dismissal method also must be communicated prior to 1pm. See above. If you need to collect your student from school early, please complete your request using the Microsoft Dismissal and Absences tool . Pick up is from the front door of the school and you must bring photo identification to sign your child out. Early dismissal finishes at 3:00pm, no exceptions. We understand that occasionally appointments need to be scheduled during school hours, however, please don’t make it a regular occurrence as this cuts into the instructional time that your child receives Early Dismissal / Late Arrival (for High School) Most high school students have some independent or asynchronous study periods, and we encourage families to use these for scheduling necessary appointments. Parents can, upon request and approval from the high school Principal, schedule a recurring late arrival or early dismissal if it is compatible with a student's schedule. Dismissal plans

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/Grandchildren of Staff and Board members Siblings Certain transfers Military 2. General applicants are assigned. Admissions Overview Enrollment Priority Groups Children/Grandchilder of Staff and Board members Children/Grandchildren of full-time employees and children/grandchilden of the Board of Directors have first priority for admission; however, this category is limited in that no more than 15% of the total school enrollment can receive this priority. Sib l ings Multiple-birth siblings (twins, triplets, etc.) A set of multiple-birth siblings who apply for admission at the same time are bundled together as one unique lottery registration. This registration does not receive priority enrollment, but if it is selected, all the multiple-birth siblings in a bundle will be offered admission together. Other siblings (non multiple-birth) An applicant who has a sibling currently enrolled at Telra Institute is eligible for priority admission. If the currently-enrolled sibling enrolled in a prior year, then the new sibling applicant will have this priority applied immediately upon submission of the application. Example: Stude nt A applies in Year 1 as a 3rd grader, is selected, and enrolls. In Year 2, Student A continues to 4th grade and his/her younger sibling, Student B, applies for entry to Kindergarten. Student B would receive priority consideration in the assignment lottery. If a child receives an offer of admission and completes enrollment in an ongoing application cycle, then any unassigned sibling applicants also in the ongoing application cycle will have a priority assigned at that time. Note that the system will identify and apply this priority automatically if two or more child applications are submitted from the same parent account. (No further action is required to "claim" sibling status.) Example: Student C applies as a 3rd grader, along with his/her sibling, Student D who is applying as a 1st grader. In the lottery, Student C is offered admission, while Student D is placed on the waitlist. Student C accepts admission and completes enrollment. At that time, Student D is assigned a sibling priority and moves up on the waitlist, increasing the likelihood of admission. An applicant who has a sibling graduate of Telra Institute is eligible for priority admission. For the purposes of this sibling priority, a "graduate" is a student who has completed the highest grade level offered by the school and who remained enrolled for at least four grade levels, or since the launch of the school. Tran sfers Other chart er school A studen t who was enrolled in another charter school in the State in the previous school year that does not offer the student's next grade level and with whom Telra has an enrollment articulation agreement Returning student A student who was enrolled at Telra wit hin the two previous school years but left the school to participate in an academic study abroad program or a competitive admission residential program or because of the vocational opportunities of the student's parent Preschool A student who was enrolled in a preschool program operated by Telra Institute in the prior year A student who was enrolled for at least 75 consecutive days in the prior semester in a preschool program operated by an entity with whom Telra has a written enrollment articulation agreement; h owever, this category is limit ed in that no more than 10% of the total school enrollment can receive this priority. Military A student whose parent or legal guardian is on active military duty. Admissions Overview Priority Groups

Enrollment Telra Institute K-11 applications for 2026-27 Open enrollment from 12/15/25 - 1/22/26 Lottery on 1/23/26, Sequences announced 1/30/26 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 in the 2025-26 school year, 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 Updated through Dec 2025 Bathroom tiles outside basketball hoop familiar colors 70s paneling? Classroom coming together bathroom tiling in progress Common room with lots of light fresh sidewalks fresh sidewalks Show More 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

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 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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Thank you to our partners in the community who have helped make Telra Institute a reality. Dandelion Counseling, Tricia Tam Marketing & Design, Little, Hughes Realty Advisors, BCCG Construction Group, PASS Lawyers, and Truist. Here are our current RFP's... Our Partners Thank you to our partners in the community who have helped make Telra Institute a reality. Alyse Bone MS, CRC, LPC, RYT-200 Technology Telra students and staff have access to think-cell to create professional-level charts and presentations as they learn to understand and tell stories with math. Learn more at https://www.think-cell.com/ New partners Telra Institute welcomes new partnerships that can enhance our ability to accomplish our mission of delivering effective, advanced learning. We are particularly interested in research and teaching collaborations. Please reach out to partnerships@telra.org with your interest. Note: Telra Institute will occasionally contribute funds to joint projects with other institutions, but our policy is to pay only for directly-attributable costs. (Indirect costs will not be funded.)

Does your child like moving fast? Have you ever had the experience of asking your child what they learned at school today, only to hear, "Nothing," in response? Have they ever complained about being bored in school or acted out because of it? We Does your child like moving fast? Finish school work quickly? Often bored? Restless and active ? YES Moving Fast > > > > > > > Advanced Learners Word Cloud Maybe you recognize your child here... Advanced or gifted learners often show some of these traits, but no individual has them all. You can read more here: NAGC Davidson Institute MCGT Parents frequently tell us that when they ask what their child learned at school, it's disheartening to hear, "Nothing," as the response. Boredom in school can lead to behavior problems and lower achievement. Many children will learn better , if we let them move faster . At Telra, we nurture challenge and encourage tailored acceleration . Most of our students will finish 5th grade one to three years ahead of the standard course of study. This isn't (usually) because they skip grades. Rather, we compact the curriculum. Think about it this way: A student who starts with Telra in Kindergarten and moves through the curriculum 17% faster than "standard" will be one full grade level ahead by they time finish 5th grade. (Since Telra students work beyond grade level, they are not assessed at "grade level standards." We use our own Telra Institute Standards, which go somewhat beyond grade level.) Our middle school students earn high school credits, and our high school students take college courses (and most will earn an Associate Degree) by the time they graduate. Only a small fraction of kids are ready to skip an entire grade, but many children will learn content at least 20% faster if given a chance. If Telra sounds like a good fit for your child, read about our admissions process here. 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