In this study, the psychometric properties of the Classroom Observation of Engagement, Disrespectful and Disruptive Behavior (COEDD), a systematic direct observation coding protocol designed to assess common school-based behavioral targets, were examined. Interobserver agreement and criterion-related validity were evaluated in a sample of 155 kindergarten- through third-grade students. Interobserver agreement was high across categories and criterion-related validity was supported by correlations between the COEDD categories and teacher ratings of student behavior on well-established teacher rating scales. Together these findings support continued study of the COEDD as a tool for quantifying student classroom behavior.