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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

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 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. Take a virtual tour . Our main office and K-8 remain on McKee Rd, but our high school students will spend their time a few minutes down the road at 3130 Campus Ridge. This new facility (under construction for occupancy in in Fall 2025 ) is walking distance to the CPCC Levine Campus, where our students benefit from a tightly integrated dual-enrollment (college + high school) experience. 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

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

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)

Meet Our Staff Contact us using our standard email address convention Firstname.Lastname@telra.org Doru Bratescu Director of Facilities Doru Bratescu has been in the facilities administration field for over 15 years. In his role at International Pirelli Tire, he developed partnerships with external companies for janitorial cleaning, landscaping, snow removal, mechanical maintenance, electrical & HVAC maintenance, waste management and pest control. Doru also managed the relationship between Pirelli administration and over 50 suppliers in order to precisely execute the architectural designs for both grounds and structural projects. As the Facility Manager, he developed a successful and stable team that was focused on future growth of the company. Back in his home country of Romania, Doru worked as a high school teacher, educating & leading students and engaging parents in school activities to meet and exceed his yearly professional goals. Back to Directory

Link to the latest stories as shared on our Instagram page @telrainstitute Telra Spiritwear Newsletter: Winter Updates Telra Families group on FB Careers - Open Positions Uniforms School Calendar Support Our School Telra Website

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're excited to open our doors in Fall 2021. Here's more info on our location and future growth, as well as transportation, meals, uniforms, and cleaning protocols. Attending Telra Location Transportation Hours & Calendar Meals Uniforms Wrap Around Care Our Location Telra Institute was excited to open its doors in Fall 2021 on the campus of Matthews United Methodist Church. Our school building, formerly the church preschool, was already configured for young children, and we upgraded and outfitted the classrooms in preparation for our opening. In addition to classrooms, we were gratef to have access to outside space, playgrounds, a gym, and plentiful parking. In Fall 2022, we opened our K-8 in a custom-designed building on a separate site in South Charlotte in the Providence / 485 area at 4150 McKee Rd. In Fall 2025, we will open our high school in Matthews at 3130 Campus Ridge Rd. Our Location > Location Transportation Telra wants to ensure transportation is not a barrier to attendance. Parents have multiple transportation options: Individual parent drop-off and pick-up Carpool with other families – Telra will help coordinate carpool groupings and assist families in locating an active carpool School bus – Telra draws students from a wide area and offers families access to a free shuttle stop school bus system. Sign up details are provided to enrolled families. Arrival & Departure Meals Telra offers a daily nutritious hot lunch service as part of the National School Lunch Program. Families can qualify for free or subsidized meals. Children are of course welcome to bring lunch from home. Please contact us if you have any questions. Purchase Lunch > Uniforms Telra Institute recognizes the benefit that dress code and uniform standards have in creating a distraction-free environment for learning and in contributing to school identity and spirit. Click here to learn more. Uniforms Meals Transportation Hours Calendar Hours & Calendar Telra's school day starts at 8:15 a.m. and ends at 3:30 p.m . Telra’s school calendar is designed on a trimester system, each 10-13 weeks long. Click to enlarge Before & After School Care Wrap Around Care Our wrap around care program is operated by the Superlative Club . You can read more about the offering here .

Dr. Ronak Bhatt, Telra Founder and Chancellor, founded Telra Institute based on a simple premise. Children are all unique; why would a school march them all through the same curriculum at the same pace? Meet Our Staff Contact us using our standard email address convention Firstname.Lastname@telra.org Dr. Ronak Bhatt Founder & Chancellor Ronak Bhatt founded Telra Institute based on a simple premise. Children are all unique; why would a school march them all through the same curriculum at the same pace? Ronak and his wife Cathy are the parents of four young children and have called Charlotte home for more than a decade. His perspectives as a local dad and former "gifted kid" along with his experience in education, strategy, and innovation drove him to launch Telra Institute with a firm commitment to build it into a model educational program and establish it as a community institution. With a lifelong passion for education, he’s developed curricula and lectured at M.I.T. and UNC Charlotte on topics of physics, energy, and economics. He focused on innovation and strategy when leading consulting teams at McKinsey and RIN Advisors and serving as VP of Strategy at Avantor As a founding board member and later Chairperson of the nonprofit E4 Carolinas, he helped drive innovation, education, and energy industry growth in the region Education: ScD, Physics – M.I.T. BS, Physics (with honors) - Caltech Back to Directory

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/

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

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