Fillable Classroom Environment Checklist (Cec) Template (Page 3 of 4) in pdf

Classroom Environment Checklist (CEC)

Texas School Ready! Program

BOY

MOY

EOY

Meaningful Print Areas & Description

1 – Children’s names are not visible in the classroom or are seen only in one or

two places.

1-low

Children’s

2 – Names are visible in three to five places in the room.

2-moderate

Names

3 – Names are visible in six or more places in the room.

3-high

*Common locations for names: helper chart, attendance chart, center name tags, name

chart, letter wall, cubbies, etc.

1 – There is no letter wall in the classroom or it is not accessible to children.

2 – There is a letter wall in the classroom accessible to children. Children’s

names with pictures are included. Some vocabulary words may be included.

3 – There is a letter wall at children’s eye level all of the words have

1-low

pictures/icons. There is a variety of words including children’s names and

2-moderate

Letter Wall

theme/topic related words.

3-high

Note: If dual language/bilingual classroom, two letter walls are recommended for a

high rating– one in English and one in Spanish.

*Note: In pre-k all words should have pictures/icons, but by K/1 the letter wall is used as

a word wall and some words may not, such as sight words/function words that do not

need pictures/icons.

1 – There is minimal print in the classroom and/or print appears decorative

rather than functional/educational.

2 – There is a variety of print in the classroom but some of the print appears not

educational or inauthentic because it is generic commercial print rather than

teacher- or child-made.

1-low

3 – There is an abundance of authentic print that is accessible to children in the

Authentic

2-moderate

classroom.

3-high

*Examples of generic commercial print: color, number words (not just

numerals), alphabet, vowels, shapes, basic body parts, posters, etc.

*Common examples of authentic print: read aloud pocket chart (lists title, author,

illustrator, key vocabulary, etc.); shared or interactive writing; theme/unit related print;

environmental print; nursery rhyme/song posters or pocket charts; completed graphic

organizer charts; class-made books/cards; class surveys; etc.

1 – There is no children’s daily schedule located at children’s level to allow for

children to see activities and daily routines. There may be a daily schedule

located for adults’ use only.

2 – There is children’s daily schedule located at children’s eye level, but it only

displays words and does not include pictures/icons.

1-low

Children’s

2-moderate

3 – There is a children’s daily schedule located at children’s eye level that

Daily Schedule

3-high

includes words with pictures/icons for each activity. There may also be evidence

that children/teacher move an arrow or other marker to track which activity is

occurring.

*Note: In K/1 a high quality schedule will add clock/times to the schedule to

support this math standard.

1 – There is not a rules chart or the rules chart uses negative language.

2 – There is a rules chart with expectations stated using positive language.

1-low

However, the chart is not at children’s eye level or does not use pictures/icons.

Rules Chart

2-moderate

3 – There is a rule chart posted at children’s eye level with words and

3-high

pictures/icons. There are a limited number of rules (3-5) and the language is

positive.

1 – There is no helper chart or there are only jobs for a few (3-6) children.

2 – There is a helper chart with jobs for several (7 or more) children, but the

1-low

Helper Chart

chart does not include pictures/icons or is not located at children’s eye level.

2-moderate

3-high

3 – There is a helper chart with a job for every child in the class. The chart

includes words as well as pictures/icons and is at children’s eye level.

Revised 9/2013

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Classroom Environment Checklist (Cec) Template Page 3

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