The Evaluations of Classroom Observations Project had three major purposes, all related to direct observation of classroom behavior. First, the project was meant to assess the effectiveness of a behavioral treatment program in furthering the acquisition of appropriate classroom participation skills by disruptive students. Second, the project was intended to analyze the effects of teachers, classroom settings, and instructional modes on the physical and verbal behavior of both disruptive and nondisruptive students. Finally, the project was supposed to measure the maintenance of observational skills by trained behavior observers and to examine how observer pairing, scheduling, and placement in certain classes affected the application of these skills. This report describes the methods used to test the reliability of observer measurements, and to establish a control group of students with which to compare those in the behavioral treatment program under study. The students studied were seventh and eighth grade students involved in a program for highly disruptive and skill deficient adolescents in a suburb of Washington, D.C. Behaviors were observed during science classes. Discussion of the data generated through this process is not included in this report, but will be forthcoming pending statistical analysis financed by other funding sources. (PGD)