Setting and Context

Seyler 1
Terra C. Seyler
Ryan MacTaggert
Portfolio
17 February 2017
Setting and Context
Webber Middle School (WMS) is a fairly affluent school located in Fort Collins, Colorado. As of
2016, WMS reported 805 students enrolled, 636 (79%) of which identify as Caucasian. Hispanic
students make up the second largest group represented at Webber at 12.7%, and are followed by
2.2% Asian, and 1.1% Black. Of those students, 68.4% are not qualified for free/reduced lunches
(almost ten percent higher than the rest of Colorado), with 12% qualifying for entirely free lunch.
In the 2016 school year, Webber also reported some very good results on the state-standardized
testing (CMAS). For example, on the ELA section of the CMAS, WMS had a passing rate of
46.7% (as opposed to the 37.7% of the rest of Colorado).
On their website, it states that WMS strives to support and challenge all students to learn and
grow to their highest potential. This is approached on both the academic and extracurricular
level. For example, Pre-Advanced Placement courses are offered to 7th and 8th grade students. In
addition, they offer a vast array of intellectually challenging activities such as the Science
Olympiad, and their acclaimed WAVE Program (Webber Aeronautics Ventures in Education).
Students are also encouraged to participate in Webbers many sports teams, band/choir programs,
and leadership and service activities. Parents are also encouraged to participate, and are given
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many opportunities to volunteer at the school, look through curriculum, and are even provided
resources to help them understand the work their kids are doing (and ways they can help).
From an outside perspective, Webber Middle School has a very warm, welcoming, and
supportive climate that rolls over into the culture. Everyone who comes into the building is
welcomed enthusiastically by staff and respectfully by the students. Although the principles have
many kids to look after, they still strive to know as many kids as possible and address them on a
first-name basis. It seems as though they are truly invested in the lives of their kids. In turn, the
kids seem more lively, rather than intimidated, when administrators are present. But, this friendly
atmosphere does not take away from the high expectations that teachers have of every student.
Because of this climate, I have witnessed a lot of respect from the students for their teachers. I
have seen this modeled in the eighth grade English classroom that I am placed in. The students
are greeted warmly and on a very personal level by the teacher every day, and there is a very
noticeable comradery throughout the class. Yet, it is a very clear expectation that respect will be
given to the teacher.
Composed of 33 students, this classrooms demographics are very reflective of those of the entire
school. While I cant assume the race of each individual student, it is very apparent that a
majority of these students are Caucasian. There are a handful of students who would identify as
Hispanic, Black, or mixed races. I find it interesting to note that many of the kids who identify as
something other than Caucasian, sit together. I am not sure as to how the seating arrangements
are made, but the students are grouped in a peculiar way. Yet, from my observations, this has not
created any divides within the class. When workshop time is allowed, students are encouraged to
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move throughout the classroom and interact with each other. The room is very full and compact,
so the teacher lets the kids sit in the hallways together, and even on the back counters. In the
times when this has been allowed, many of the kids will mix together despite the seemingly
grouped seating arrangements. In terms of academic ability, there seems to be a very even mix of
skill levels throughout the class, with a few students receiving differentiated curricula. The
different levels dont seem to be relevant, as the teacher does a great job of getting responses
from every student, and providing each one with the specific support he/she needs.
From a logistical standpoint, this teacher does a wonderful job of setting each student up for
success, and keeping their lessons extremely relevant. As they are currently working through the
book Night by Elie Wiesel, the teacher has picked out tougher words that students will encounter
with the text each week. He provides several opportunities for students to learn and interact with
those words, and will do daily mini-assessments to track their progress. Then, at the end of each
week, students are given a formal assessment and are asked to use the word in their own
sentences. The teacher also has access to documents that students are expected to use to track
different quotes that will help them write an argumentative essay about the text at the end of the
unit. He uses this as a daily check-in and also as a way to look for comprehension and close
reading.
This teacher also does a great job with changing the pace and working the clock throughout their
lessons. The lesson usually begins with a mini-lesson at the beginning, and then students are
released to workshop on their own and in pairs. He will then pull them back in to discuss their
workshop time, and then move on to some more group and independent work. In this way, the
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class always moves very fluidly and efficiently; I dont believe the structure of this classroom
would not be possible if it werent for the culture and climate of the school. Overall, Webber
Middle School is a pretty fantastic place to be. The students are provided with vast opportunities
to help them grow intellectually and as a person. The staff have a very well-defined community
with each other, and with their students. At the same time, high expectations for respect and
academic behavior is communicated clearly to the students.

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Mr. Murillos 8th Grade Classrom

Window
Counter with
cupboards
Teacher Desk
Student Desks-
Every seat
filled
White Board
Back counter with
cupboards
Learning Targets
Counter with
cupboards

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Seyler 1

Setting and Context

46.7% (as opposed to the 37.7% of the rest of Colorado).

given to the teacher.

academic behavior is communicated clearly to the students.

Mr. Murillos 8th Grade Classrom

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