Classroom Environment Checklist (Cec) Template
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4Classroom Environment Checklist (CEC)
Texas School Ready! Program
Teacher/Target: ________________________ /____ School:______________________________ Coach:____________________________
BOY
MOY
EOY
Center/Independent Workstation Areas & Description
1 – Room is disorganized, messy, and/or centers are undefined.
2 – Room is organized with three to six defined centers. There is space for large-
Basic
and small-group meeting areas. Center definition and/or traffic flow need
1-low
1-low
1-low
2-moderate
2-moderate
2-moderate
Classroom
improvement.
3-high
3-high
3-high
Arrangement
3 – Room is organized with at least seven recommended centers
that are well
defined. There is space for large- and small-group meeting areas and good
traffic flow throughout the classroom.
1 – Centers are not labeled with both words and pictures or labels are not at
eye level. Or there is no center management/rotation system.
2 – Three to six centers are labeled with words and pictures/icons and labels are
at child’s eye level. There are places for children’s name tags at each center or a
Center
1-low
1-low
1-low
central center planning board.
Management
2-moderate
2-moderate
2-moderate
3 – At least seven recommended centers are labeled with words and
3-high
3-high
3-high
System
pictures/icons and labels are at child’s eye level. There are places for children’s
name tags at each center or a central center planning board.
Note: If dual language/bilingual classroom, center labels should have words in
English and Spanish for a high rating.
1 – There are very few materials in most centers and/or center materials are not
accessible to children (e.g., paint in large containers that require adult
Variety of
supervision, materials on high shelves that children cannot reach safely).
1-low
1-low
1-low
Accessible
2-moderate
2-moderate
2-moderate
2 – There are some centers with few materials but others have an adequate
Center
3-high
3-high
3-high
variety of materials. All center materials are accessible to children.
Materials
3 – All centers have an adequate variety of materials. All center materials are
accessible to children.
1 – Materials and shelves are poorly labeled or not labeled at all.
2 – Some materials and shelves are labeled with words and/or pictures/icons to
Center
facilitate children’s independent handling and storage of materials.
1-low
1-low
1-low
2-moderate
2-moderate
2-moderate
Material
3 – Most materials and shelves are neatly labeled with words and pictures/icons
3-high
3-high
3-high
Labels
to facilitate children’s independent handling and storage of materials.
Note: If dual language/bilingual classroom, center materials labels should have
words in English and Spanish for a high rating.
1 – There are no books accessible to children in the classroom or there are only
books in the classroom library center.
1-low
1-low
1-low
Books in
2 – There are books in the library center and in one to three additional centers.
2-moderate
2-moderate
2-moderate
Centers
3 – There are books in the library center and in four to six additional centers.
3-high
3-high
3-high
Books are center specific (e.g., books about building in the construction center)
or theme/topic related.
1 – There are no writing materials available or writing materials are only
available in the writing center.
2 – Writing materials are available in the writing center and in one to three
1-low
1-low
1-low
Writing Tools
2-moderate
2-moderate
2-moderate
additional centers.
in Centers
3-high
3-high
3-high
3 – Writing materials are available in the writing center and in four to six
additional centers and these centers include a variety of writing tools or
papers/materials to encourage purposeful writing activities.
Seven recommended pre-k centers: Library/Listening, Construction, Writer’s Corner, ABC, Creativity Station, Pretend & Learn,
Math/Science, etc. Seven recommend K/1 centers: Library/Listening, Writer’s Corner, ABC/Word Study, Creativity Station,
Math/Science, Computer, Read the Room/Pocket Chart, etc.
= Dual language/bilingual models where instruction occurs in both English and home language; all these examples are for
Spanish/English bilingual programs.
Revised 9/2013
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