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Ferguson teachers credit relationships, routines for third‑grade reading gains
Summary
A team of Ferguson Elementary teachers presented a READ approach — rapport, engagement, adaptability, discipline — to the Klamath County School District board, saying relationships drive reading success and outlining morning meetings, hands‑on lessons and parent engagement as key practices.
A group of teachers from Ferguson Elementary told the Klamath County School District board they attribute high third‑grade reading scores to a classroom program they summarized as READ — rapport/relationships/rigor; engagement/experiences; adaptability; and discipline/consistency. Crystal Cisneros, who identified herself during the presentation, urged board members to consider relationships the driving force behind student learning: “What matters most is relationships,” she said.
The teachers described practical classroom steps: daily morning meetings to check in on students' social‑emotional state, hands‑on lessons that connect vocabulary and standards to memorable experiences, and growth‑mindset language introduced in the first two weeks of school. One presenter summarized the team's philosophy: “Students don't care how much you know until they know how much you care,” arguing that consistent routines and explicit community building reduce behavior disruptions and open the door for small‑group instruction.
Teachers also outlined methods they use to prioritize standards without becoming rigid: they identify highly tested “priority standards” and weave creative hooks (art, science examples, tessellations) into lessons so standards stick. The presenters said their team uses responsive pacing — extending or shortening lessons based on daily formative checks — and repurposes project‑based learning time for targeted small‑group instruction when needed.
Board members thanked the team and asked about scaling the model districtwide. A board member noted interest in seeing the Ferguson teachers share their practices with other schools; staff said principals are discussing how to enable more cross‑site collaboration and suggested scheduling dedicated PLC time so teachers can plan together. The district's staff later described plans to encourage grade‑level sharing and to study how the Ferguson practices align with district interventions.
The presentation concluded with teachers describing family engagement activities tied to state testing weeks — parents write daily encouragement notes and donate snacks — and with board members praising the combination of culture‑building and data use that the team said supports measurable growth.
The board moved on to other business after the presentation; staff said they would consider ways to increase grade‑level sharing and professional time to replicate successful practices in other buildings.
