At VALA-NC, the weekly schedule is intentionally designed around how students learn best. Across all grade bands (K–1, 2–3, and 4–6), instruction follows evidence-based principles: daily retrieval practice, spaced and interleaved learning, elaboration, low-stakes assessment, and reflection. Academic instruction is paired with adaptive learning tools that provide real-time mastery data, allowing teachers to personalize instruction through daily What I Need (WIN) blocks. Character development—guided by VALA-NC’s CRISP RISE Core Virtues—is embedded into routines, instruction, collaboration, and reflection so that students grow academically and personally. North Carolina assessment readiness is embedded daily, not isolated, ensuring students build confidence, stamina, and higher-order thinking without test anxiety.
GRADES K–1: FOUNDATIONS & HABITS
Adaptive tools are used primarily for diagnosis and gentle personalization, not speed or competition, and character development is taught through stories, routines, and guided reflection.
Math instruction centers on number sense and visual modeling using manipulatives and interactive tools. A structured movement and SEL break supports attention and self-regulation. Science and social studies are taught through hands-on exploration and observation, encouraging curiosity and questioning. Late morning small-group instruction and learning centers allow teachers to provide targeted support or enrichment based on adaptive data.
Daily Structure – Afternoon Block
Afternoons include a short, highly guided WIN block, where teachers reteach or extend skills in small groups. Students then participate in hands-on STEAM activities such as building, drawing, experimenting, or creative play that reinforces innovation and collaboration. The day ends with a brief reflection circle, where students verbally reflect on effort, learning, and character growth.
GRADES 2–3: SKILL BUILDING & GROWING INDEPENDENCE
A movement and SEL break supports focus and emotional regulation. Science and social studies are taught through inquiry-based lessons that require students to observe, question, and support claims with evidence. Late morning small-group instruction allows teachers to differentiate instruction based on adaptive data and formative assessments.
Daily Structure – Afternoon Block
The afternoon begins with a data-driven WIN block, during which students are flexibly grouped for reteaching, remediation, or enrichment based on real-time mastery data. Students then participate in project-based STEAM learning that integrates collaboration, creativity, and real-world application. The day concludes with reflection and exit retrieval activities that strengthen metacognition and integrity.
GRADES 4–6: MASTERY, TRANSFER & LEADERSHIP
Movement and SEL breaks support balance and focus. Science and social studies lessons emphasize inquiry, experimentation, and evidence-based arguments. Small-group instruction later in the morning targets mastery gaps or enrichment opportunities, and students increasingly take leadership roles in discussions and peer support.
Fridays emphasize deeper assessment, reflection, and growth. Students complete performance tasks and EOG-style assessments in a low-stress environment, review data with teachers, and set academic and character goals. Enrichment opportunities promote leadership, creativity, and student voice, while teachers engage in data analysis, instructional refinement, and professional development.
GRADES 7–8: TRANSITION, ACADEMIC IDENTITY & SELF-MANAGEMENT
Adaptive learning tools support personalization and help students take increasing ownership of their learning.
Movement and SEL breaks support emotional regulation and focus. Small-group instruction later in the morning allows teachers to address academic gaps, provide enrichment, and coach students on organization and effective learning strategies, while reinforcing the monthly virtue through classroom norms and reflection prompts.
Daily Structure – Afternoon Block
Afternoons begin with a data-driven WIN block, where students are flexibly grouped for reteaching, remediation, or enrichment based on adaptive data and formative assessments. WIN also supports self-advocacy as students learn to interpret their progress and request support. This is followed by virtue-aligned enrichment and project-based STEAM learning, where the monthly virtue is intentionally practiced through collaboration, problem-solving, leadership roles, and ethical decision-making. Daily reflection sessions prompt students to evaluate both academic effort and character growth connected to the monthly virtue.
GRADES 9–10: DISCIPLINE DEPTH & COLLEGE–CAREER AWARENESS
Beginning in Grade 9, students participate in structured college and career counseling, including academic planning, career exploration, and goal setting, with discussions intentionally connected to the monthly virtue.
Afternoons include a flexible WIN block, where students receive targeted academic support, acceleration, or test-readiness reinforcement based on adaptive data. WIN may also include writing conferences or math skill labs. This is followed by virtue-aligned enrichment, project-based learning, and career exploration activities, such as guest speakers, virtual site visits, and introductory career pathways. Daily reflection emphasizes metacognition, time management, responsibility, and growth in the monthly virtue.
Fridays focus on assessment, reflection, and planning. Students complete performance tasks, writing assignments, and standards-aligned assessments in a low-stress environment. College and career counseling sessions support academic planning and exploration. Enrichment activities and clubs—aligned to the monthly focus virtue—promote leadership, service, and ethical decision-making. Teachers use Fridays for collaborative planning and data review.
GRADES 11–12: MASTERY, LEADERSHIP & POSTSECONDARY READINESS
College and career counseling is fully integrated, and students may participate in virtual or in-person internships, service-learning, research projects, or career-connected experiences, all intentionally connected to the monthly virtue.
Afternoons begin with a personalized WIN block, which may include targeted remediation, advanced coursework, peer tutoring, or independent study. This is followed by capstone projects, internships, service-learning, or career-connected learning experiences, each intentionally designed to allow students to practice and demonstrate the monthly focus virtue in authentic, real-world contexts. Reflection and planning sessions support goal setting, self-assessment, and transition readiness.
Fridays are dedicated to reflection, assessment, and future planning. Students complete performance-based assessments, present projects, and participate in conferences focused on graduation progress and postsecondary goals. Enrichment and leadership opportunities—aligned to the monthly focus virtue—support student voice, service, and community engagement. Teachers collaborate on data analysis, instructional refinement, and student support planning.