I recently traveled to work with a district that had just adopted two new programs—a new language arts program and a new phonics program. You could feel the energy in the air: excitement, curiosity, and, yes . . . a little anxiety.
The teachers were determined to do it right. They wanted to give the new programs their full attention and implement them “with fidelity.” (That word came up a lot!) But here’s what struck me: They also missed something from their past—the independence and ownership their students had developed through Daily 5 and CAFE.
They didn’t want to lose that.
And I get it. Once you’ve seen students truly take charge of their learning—choosing books that fit, setting goals, monitoring their progress—it’s hard to imagine going back to a classroom where learning depends solely on teacher direction.
So we spent the day unpacking what it means to bring the best of both worlds together. I shared how Prepared Classroom builds on the same core principles that made Daily 5 and CAFE so powerful: structure, independence, and meaningful student engagement. We talked about how those high-impact practices can live inside any program—because good teaching isn’t about the name on the cover of a manual. It’s about the habits and mindsets we build in students every single day.
By the end of the day, the tension between “fidelity” and flexibility began to fade. Teachers realized they didn’t have to choose between following a program and nurturing independence—they could do both. The key wasn’t in the program itself, but in the practices behind it.
It was a good reminder for all of us: Curriculum gives us a map, but teaching is what brings it to life.
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