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How Learning Works
HOW LEARNING WORKS at VALA NC
HOW LEARNING WORKS at VALA NC
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
Foundations and Habits
Foundations and Habits
In grades K–1, the schedule emphasizes foundational academic skills and learning habits. Instruction is designed around short, engaging blocks that include frequent movement, modeling, and repetition. Teachers explicitly model curiosity, perseverance, respect, and self-discipline while helping students build early literacy, numeracy, and social-emotional skills.
In grades K–1, the schedule emphasizes foundational academic skills and learning habits. Instruction is designed around short, engaging blocks that include frequent movement, modeling, and repetition. Teachers explicitly model curiosity, perseverance, respect, and self-discipline while helping students build early literacy, numeracy, and social-emotional skills.
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.
Daily Structure – Morning Block
Daily Structure – Morning Block
Each morning begins with a Morning Circle and Retrieval Routine, where students review prior learning through songs, visuals, oral questioning, and simple problem-solving. This is followed by literacy instruction focused on phonics, read-alouds, oral language development, and early writing, with strong attention to empathy and listening skills through texts and discussion.
Each morning begins with a Morning Circle and Retrieval Routine, where students review prior learning through songs, visuals, oral questioning, and simple problem-solving. This is followed by literacy instruction focused on phonics, read-alouds, oral language development, and early writing, with strong attention to empathy and listening skills through texts and discussion.
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.
Fridays
Fridays focus on joyful review and growth. Students engage in playful retrieval activities, performance-based tasks, and informal assessments. Teachers hold brief student check-ins and plan instructional adjustments. Enrichment activities are intentionally aligned to a monthly focus virtue, enabling students to develop and demonstrate that virtue through creative, reflective, and community-centered activities
Fridays
Fridays focus on joyful review and growth. Students engage in playful retrieval activities, performance-based tasks, and informal assessments. Teachers hold brief student check-ins and plan instructional adjustments. Enrichment activities are intentionally aligned to a monthly focus virtue, enabling students to develop and demonstrate that virtue through creative, reflective, and community-centered activities
GRADES 2–3: SKILL BUILDING & GROWING INDEPENDENCE
Foundations and Habits
Foundations and Habits
Grades 2–3 emphasize skill development, stamina, and increasing independence. Students learn to take greater responsibility for their learning while continuing to build strong literacy, numeracy, and inquiry skills. Character development focuses on responsibility, integrity, perseverance, and respectful collaboration. Adaptive tools play a stronger role in identifying skill gaps and guiding personalized instruction.
Grades 2–3 emphasize skill development, stamina, and increasing independence. Students learn to take greater responsibility for their learning while continuing to build strong literacy, numeracy, and inquiry skills. Character development focuses on responsibility, integrity, perseverance, and respectful collaboration. Adaptive tools play a stronger role in identifying skill gaps and guiding personalized instruction.
Daily Structure – Morning Block
Daily Structure – Morning Block
Each morning begins with a retrieval and goal-setting routine, where students revisit prior standards, practice academic vocabulary, and set personal learning goals. The ELA block emphasizes reading comprehension, writing from evidence, vocabulary development, and discussion. Math instruction focuses on multi-step problem solving and explaining reasoning.
Each morning begins with a retrieval and goal-setting routine, where students revisit prior standards, practice academic vocabulary, and set personal learning goals. The ELA block emphasizes reading comprehension, writing from evidence, vocabulary development, and discussion. Math instruction focuses on multi-step problem solving and explaining reasoning.
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.
Fridays
Fridays are dedicated to spiral review, low-stakes assessments, and performance tasks aligned with NC standards. Students review adaptive data during conferences, set goals, and celebrate progress. Enrichment and club activities foster innovation and student interests, while teachers use the afternoon for collaborative planning and data analysis.
Fridays
Fridays are dedicated to spiral review, low-stakes assessments, and performance tasks aligned with NC standards. Students review adaptive data during conferences, set goals, and celebrate progress. Enrichment and club activities foster innovation and student interests, while teachers use the afternoon for collaborative planning and data analysis.
GRADES 4–6: MASTERY, TRANSFER & LEADERSHIP
Foundations and Habits
Foundations and Habits
Grades 4–6 focus on mastery, transfer of learning, and leadership development. Students are expected to explain their thinking, analyze texts, solve complex problems, and engage in academic discourse. Character development emphasizes integrity, self-advocacy, service, perseverance, and responsibility. Adaptive tools support personalized pacing and targeted intervention or acceleration.
Grades 4–6 focus on mastery, transfer of learning, and leadership development. Students are expected to explain their thinking, analyze texts, solve complex problems, and engage in academic discourse. Character development emphasizes integrity, self-advocacy, service, perseverance, and responsibility. Adaptive tools support personalized pacing and targeted intervention or acceleration.
Daily Structure – Morning Block
Daily Structure – Morning Block
Mornings begin with retrieval practice and readiness activities that interleave multiple standards and mirror the thinking required on NC End-of-Grade assessments. ELA instruction emphasizes analytical reading, structured writing, and discussion. Math instruction focuses on conceptual understanding and real-world application.
Mornings begin with retrieval practice and readiness activities that interleave multiple standards and mirror the thinking required on NC End-of-Grade assessments. ELA instruction emphasizes analytical reading, structured writing, and discussion. Math instruction focuses on conceptual understanding and real-world application.
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.
Daily Structure – Afternoon Block
Daily Structure – Afternoon Block
Afternoons begin with a flexible WIN block, where students engage in targeted skill repair, acceleration, or peer tutoring based on adaptive data. Project-based and service-learning experiences follow, allowing students to apply academic content to authentic problems while practicing collaboration, innovation, and service. Daily reflection and planning sessions help students evaluate effort, monitor progress, and set goals.
Afternoons begin with a flexible WIN block, where students engage in targeted skill repair, acceleration, or peer tutoring based on adaptive data. Project-based and service-learning experiences follow, allowing students to apply academic content to authentic problems while practicing collaboration, innovation, and service. Daily reflection and planning sessions help students evaluate effort, monitor progress, and set goals.
Fridays
Fridays
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
Foundations and Habits
Foundations and Habits
Grades 7–8 serve as a critical bridge between elementary learning structures and high school expectations. At this stage, students develop academic identity, self-management, and disciplined study habits while deepening conceptual understanding across subjects. Character development is intentionally structured around a monthly focus on one of VALA NC’s nine core virtues, allowing students to practice a single virtue in depth rather than superficially addressing many at once. Each month, instruction, enrichment activities, projects, discussions, and student recognition are aligned to the selected virtue, reinforcing habits such as self-discipline, integrity, responsibility, empathy, and collaboration.
Grades 7–8 serve as a critical bridge between elementary learning structures and high school expectations. At this stage, students develop academic identity, self-management, and disciplined study habits while deepening conceptual understanding across subjects. Character development is intentionally structured around a monthly focus on one of VALA NC’s nine core virtues, allowing students to practice a single virtue in depth rather than superficially addressing many at once. Each month, instruction, enrichment activities, projects, discussions, and student recognition are aligned to the selected virtue, reinforcing habits such as self-discipline, integrity, responsibility, empathy, and collaboration.
Adaptive learning tools support personalization and help students take increasing ownership of their learning.
Daily Structure – Morning Block
Daily Structure – Morning Block
Each morning begins with retrieval practice and readiness routines that revisit prior learning, reinforce academic vocabulary, and strengthen long-term retention through spaced and interleaved practice. Core academic instruction follows in ELA, math, science, and social studies, emphasizing analytical thinking, evidence-based reasoning, and academic discourse. Inquiry-based labs, simulations, and text analysis are used regularly.
Each morning begins with retrieval practice and readiness routines that revisit prior learning, reinforce academic vocabulary, and strengthen long-term retention through spaced and interleaved practice. Core academic instruction follows in ELA, math, science, and social studies, emphasizing analytical thinking, evidence-based reasoning, and academic discourse. Inquiry-based labs, simulations, and text analysis are used regularly.
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.
Fridays
Fridays
Fridays emphasize spiral review, formative assessment, and reflection. Students complete low-stakes assessments and performance tasks aligned with NC standards, participate in student conferences, and set goals for the upcoming week. Enrichment activities and clubs—each intentionally aligned to the monthly focus virtue—allow students to apply character in authentic contexts. Teachers use Fridays for data analysis and instructional planning.
Fridays emphasize spiral review, formative assessment, and reflection. Students complete low-stakes assessments and performance tasks aligned with NC standards, participate in student conferences, and set goals for the upcoming week. Enrichment activities and clubs—each intentionally aligned to the monthly focus virtue—allow students to apply character in authentic contexts. Teachers use Fridays for data analysis and instructional planning.
GRADES 9–10: DISCIPLINE DEPTH & COLLEGE–CAREER AWARENESS
Foundations and Habits
Foundations and Habits
Grades 9–10 focus on building strong disciplinary foundations, academic confidence, and early college and career awareness. Students learn to manage longer-term assignments, engage in sustained inquiry, and apply learning across contexts. Character development continues through a monthly focus on one of the nine core virtues, with enrichment, projects, leadership opportunities, and reflection aligned to that virtue throughout the month. Emphasis is placed on perseverance, integrity, responsibility, self-advocacy, and collaboration. Adaptive tools support differentiated pacing and targeted intervention to ensure students remain on track for graduation requirements.
Grades 9–10 focus on building strong disciplinary foundations, academic confidence, and early college and career awareness. Students learn to manage longer-term assignments, engage in sustained inquiry, and apply learning across contexts. Character development continues through a monthly focus on one of the nine core virtues, with enrichment, projects, leadership opportunities, and reflection aligned to that virtue throughout the month. Emphasis is placed on perseverance, integrity, responsibility, self-advocacy, and collaboration. Adaptive tools support differentiated pacing and targeted intervention to ensure students remain on track for graduation requirements.
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.
Daily Structure – Morning Block
Daily Structure – Morning Block
Mornings begin with retrieval practice and readiness activities that strengthen long-term retention and reinforce NC high school standards. ELA instruction emphasizes close reading, analytical writing, research, and academic discussion. Math focuses on algebra, geometry, and data reasoning, while science emphasizes experimentation, modeling, and evidence-based reasoning. Social studies develops historical thinking and civic literacy. Movement and SEL breaks support stamina and well-being. Small-group instruction provides targeted academic support, enrichment, and coaching on executive functioning, while reinforcing expectations tied to the monthly virtue.
Mornings begin with retrieval practice and readiness activities that strengthen long-term retention and reinforce NC high school standards. ELA instruction emphasizes close reading, analytical writing, research, and academic discussion. Math focuses on algebra, geometry, and data reasoning, while science emphasizes experimentation, modeling, and evidence-based reasoning. Social studies develops historical thinking and civic literacy. Movement and SEL breaks support stamina and well-being. Small-group instruction provides targeted academic support, enrichment, and coaching on executive functioning, while reinforcing expectations tied to the monthly virtue.
Daily Structure – Morning Block
Daily Structure – Morning Block
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
Fridays
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
Foundations and Habits
Foundations and Habits
Grades 11–12 emphasize academic mastery, independence, leadership, and postsecondary readiness. Students are expected to manage complex workloads, engage in deep analysis, and apply learning in authentic contexts. Character development remains central and follows the same monthly focus on one of nine core virtues, allowing students to demonstrate integrity, perseverance, service, self-direction, and leadership in increasingly real-world settings. Adaptive tools support individualized learning pathways and readiness for college, careers, military service, or other postsecondary options.
Grades 11–12 emphasize academic mastery, independence, leadership, and postsecondary readiness. Students are expected to manage complex workloads, engage in deep analysis, and apply learning in authentic contexts. Character development remains central and follows the same monthly focus on one of nine core virtues, allowing students to demonstrate integrity, perseverance, service, self-direction, and leadership in increasingly real-world settings. Adaptive tools support individualized learning pathways and readiness for college, careers, military service, or other postsecondary options.
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.
Daily Structure – Morning Block
Daily Structure – Morning Block
Each morning begins with retrieval practice and readiness routines that reinforce long-term retention and support success on state assessments and college-readiness benchmarks. Core academic instruction emphasizes advanced reading, writing, problem solving, laboratory investigation, and research. Academic discourse, independent work, and leadership in group settings are emphasized. Movement and SEL supports help students manage stress and maintain balance. Small-group instruction and mentoring sessions provide targeted academic support and postsecondary guidance, while reinforcing expectations related to the monthly virtue.
Each morning begins with retrieval practice and readiness routines that reinforce long-term retention and support success on state assessments and college-readiness benchmarks. Core academic instruction emphasizes advanced reading, writing, problem solving, laboratory investigation, and research. Academic discourse, independent work, and leadership in group settings are emphasized. Movement and SEL supports help students manage stress and maintain balance. Small-group instruction and mentoring sessions provide targeted academic support and postsecondary guidance, while reinforcing expectations related to the monthly virtue.
Daily Structure – Morning Block
Daily Structure – Morning Block
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
Fridays
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.
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