Beyond the Script: Putting Students First

In classrooms where evidence-based programs are used, scripted lessons can be powerful tools. They help ensure fidelity to research-backed sequences, reduce teacher workload, and support consistency across classrooms. But as powerful as these scripts can be, their true strength lies not in rigidly following every word, but in knowing when and why to adapt them thoughtfully to meet the unique needs of our students.

I’m passionate about bringing the science of learning to the art of teaching. Scripts can help provide the science through proven methods and carefully crafted language. However, the art comes from the teacher; through their deep knowledge of their students and the context they bring to the classroom every day.
The golden question guiding every decision to stay on script or deviate must always be: Will this improve learning for my students?

This isn’t about disregarding the program, but about putting students at the heart of everything we do. Sometimes that means adding extra support, sometimes it means increasing the challenge, and sometimes it means holding fast to the plan because it’s exactly what students need. Through careful observation, preparation, and collaboration, teachers can use scripts not as constraints, but as important tools, guiding students step by step toward deeper understanding and greater success.

Do we need to add support?
There are times when the needs of our students call for deviation from the script, especially when it comes to scaffolding. I once taught a class of EAL/D students using the Reading Mastery program. The script assumed students had an understanding of basic English prepositions like next to, in front of, and behind. But these concepts didn’t translate directly into Murrinh Patha, the students’ first language, where a single term was used for all spatial relationships. To bridge this gap, I added extra lessons to explicitly teach prepositions. The script didn’t fail; my students just needed more support.

Do we need to increase challenge?
Sometimes, the script includes scaffolds that are no longer necessary. If student responses show deep understanding, we might choose to remove or compress supports to maintain cognitive stretch.
Over the past couple of years, we’ve found that by explicitly teaching phonemic awareness and linking those skills to graphemes, our students are confidently reading CCVC and CVCC words before these patterns are formally introduced in our phonics program. As a result, we’re able to move more quickly through these sections without compromising understanding.
Our decisions should be driven by careful observation: Are students breezing through this part? Are they ready to move faster or go deeper?

Teacher knowledge is crucial
Whether you stay faithful to the script or make a change, your own content knowledge is critical. You need to know:

• Which parts of the lesson are designed to prevent common misconceptions
• What the likely stumbling blocks are for your students
• How the lesson connects to previous and future learning

A metaphor I often use is this: following a script is like following directions to the post office. If you don’t really know the way and take a shortcut too early, you could end up down a dead end. Similarly, skipping a part of the script without understanding why it’s there can derail a lesson. I’ve had teachers tell me a lesson didn’t work, only to discover they unknowingly skipped the section that clarified a key concept. Actually, I've been guilty of that mistake too...

Intellectual preparation is key
Deviating from a script is not an excuse for improvising on the fly. Any change must be grounded in a deep understanding of the lesson:

• How does this lesson fit within the unit?
• What knowledge or skills is it building?
• How do the parts within the lesson connect and build on one another?

Preparation allows us to teach with intention, whether we’re staying within the lines or thoughtfully stepping outside them.

The power in economy of language
Teachers love to talk. But too much teacher talk (especially tangents and stories) can pull students away from the core learning. Scripted programs are often designed with economy of language in mind. Every sentence serves a purpose. We need to be conscious of when our words are helping students learn and when they’re becoming a distraction.

In a maths lesson focused on skip counting by tens, the script might say: “Count by tens starting from 40. Ready? Go.” However, excessive teacher talk can unintentionally disrupt the flow. The teacher might easily turn this prompt into, “Let’s count by tens now. Remember how we’ve done this before? You know, like counting money: ten cents, twenty cents, and so on. I used to save all my ten-cent coins when I was a kid. I had a big jar…” While the story might be engaging, it derails the lesson’s momentum and shifts focus away from the key skill being practised. In contrast, the original script keeps students engaged in the task, maintains pace, and ensures the learning stays on track.

Teaching is a team sport
When it comes to adapting instruction, especially when stepping outside a scripted program, it’s important to remember that teaching is a team effort. If you decide to make a change for a good reason, it’s worth asking yourself: Have I shared this with my team? We’re all in this together, and when changes happen in isolation, we miss out on valuable opportunities to learn from one another and grow as a community of educators. And you might just be missing out on your colleague's wisdom when they say, "I tried it that way last year and it did NOT work..."
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Having a shared understanding and consistency across classrooms isn’t just about staying on the same page; it’s about making sure every student has an equitable learning experience. If one teacher adapts something because their students are ready, while another sticks strictly to the script, it can lead to very different opportunities for students in different rooms. When we communicate openly, we build trust and ensure that these decisions support all learners.
By sharing your reasons for adapting, and hearing how others respond, we create a culture where thoughtful change becomes part of our collective wisdom; not just a solo experiment. Together, we can be more responsive, more flexible, and ultimately more effective in meeting the needs of every student. Change feels less daunting when it’s something we do side by side.

Fidelity matters, but students matter more
If we don’t teach with fidelity, we can’t honestly evaluate whether a program is effective. But the ultimate guide for whether we can deviate is the students themselves. Their responses show us where they’re struggling, where they’re confident, and where they need us to make adjustments.

Using scripted programs well means knowing when to follow them closely and when to deviate with purpose. It’s not about teaching the program, it’s about teaching our students. The program is the plan, and our students are the reason. Our students are constantly giving us feedback. Let’s make sure we’re listening.