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

Classroom Environment Checklist (CEC)

Texas School Ready! Program

BOY

MOY

EOY

Instructional Planning & Delivery Areas & Description

To rate the items in this section, observers should ask the teacher provide: (1) The lesson plan for the day/week, (2) Recent progress-

monitoring data or assessment scores/reports, and (3) Student work portfolios.

1 – There is no lesson plan or the lesson plan is incomplete.

2 – Lesson plan is brief and vague. Or use of adopted core curriculum and

theme/unit focus is not evident. Or lesson plan does not include activities for

important parts of the daily schedule (i.e., whole-group, small-group, center

time, transitions).

1-low

2-moderate

Lesson Plan

3 – Lesson plan is based on adopted core curriculum and theme/unit is evident.

3-high

The lesson plan includes intentional activities for all parts of the daily schedule

(i.e., whole-group, small-group, center time, transitions).

Note: If dual language/bilingual classroom is following a specific model of language

instruction, the lesson plan should indicate planned language of instruction for the time

of day/day of the week to follow their model.

1 – There is no theme/unit or unified subject area that is the topic of study as

evidenced by a lack of thematically linked materials in the classroom.

2 – There is an obvious theme/unit being studied as evidenced by thematically

linked artwork/objects and general classroom materials/play manipulatives.

1-low

3 – There is a clear theme/unit being studied as evidenced by thematically

Thematic

2-moderate

linked artwork/objects, general classroom materials/play manipulatives, print,

Connections

3-high

and books that are all linked to the thematic topic.

*Note: The theme should be carried out in more than one center/area of the classroom.

Do not infer a theme from weak examples such as one animal book in library, one animal

toy in dramatic play, and one picture of bear on wall. If more than one theme is present,

consider the dominant or higher quality theme in rating.

1 – There are no recent progress-monitoring assessment data available or

portfolios for each child or the portfolios do not contain any suggested entries.

2 – There are recent progress-monitoring assessment data and portfolios for

each child. However, the portfolios only contain a few of the suggested entries.

3 – There are recent progress-monitoring assessment data and portfolios for

each child. The portfolios contain many suggested entries and recently dated

1-low

materials, suggesting frequent use.

Assessment

2-moderate

Note: If dual language/bilingual classroom, assessment data should be collected in

Techniques

3-high

both English and Spanish. If possible, ELL in English-only instruction should have some

assessments in Spanish to understand strengths/needs.

*Suggested portfolio entries across the academic year: Recorded anecdotal records (facts

not opinions), self-portraits, name writing samples, journal/writing samples, art sample,

photo of child working independently, dictated narratives, print and book concepts

checklist (pre-k/K), letter identification/sounds checklist, PA checklist, sight word checklist

(K/1), math standards checklist, math work samples, etc.

1 – Children’s work is not displayed in the classroom or hallway directly outside

classroom.

2 – A variety (2-3 samples) of children’s work is displayed throughout the room

or hallway. All children are represented.

1-low

Children’s

3 – There is a variety (4 or more samples) of children’s work displayed

2-moderate

Work Display

throughout the room or hallway. All children are represented in at least one of

3-high

the samples displayed.

Note: If dual language/bilingual classroom, work may be displayed in both English

and Spanish, depending on the model of instruction. For example, 50/50 model should

have both, but if 90/10 model, student work only in Spanish is appropriate.

CEC Citation: Aston, L., Tuynman, B., Crawford, A., & Zucker, T. A. (2012). Classroom Environment Checklist. Unpublished instrument,

Department of Pediatrics, University of Texas Health Science Center at Houston, Houston, Texas.

Revised 9/2013

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Classroom Environment Checklist (Cec) Template Page 4

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