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Behavior Observation Forms for Special Education

As the school year ramps up, so do the demands for functional behavioral assessment and special education services. For some teachers, this is a new territory. Behavior observation forms are one way to help gather data and assess behaviors.

What types of special education resources can we use for support?

Table of Contents

What are Behavior Observation Forms?

Behavior observation forms are simply a way to collect data on behavior. This can be done in many ways, but the most common is to use an ABC observation or chart. You'll record the Antecedent (what happened before the behavior), the Behavior itself, and the Consequence (what happened after the behavior).  Data is usually collected on one specific problem behavior and can be used to create a behavioral intervention plan .

What do you do after the function of the behavior is identified using ABC observations? That's where frequency tracking comes in. This technique is an essential part of any behavior plan, and it can help you determine if the interventions and supports you're using are working or not.

Frequency tracking is a method of data collection that involves counting the number of times a behavior occurs over a period of time. This data can be used to identify patterns and trends in behavior. With a quick glance at frequency tally marks, it's easy to see if the behavior is increasing or decreasing.

Why are Behavior Observation Forms Important?

Behavior observation forms are important because they help to identify patterns in behavior . This is the first step in creating a behavior intervention plan. By understanding when and why a behavior occurs, you can start to put together a behavior plan to address it. This observation data will be key when the IEP team meets to discuss next steps in student support.

Behavior Observation Options for Special Education Teachers

There are many different ways that you can collect data on behavior.

• You could use something you already have in place, like a behavior observation checklist . This is a simple way to get started and can be easily modified to fit your needs.
• If you're feeling a little more creative, you could design your own behavior observation form . This is a great option if you want to tailor the form to your specific needs.
• If you're looking for a done-for-you option , there are behavior observation forms available for purchase. These are great if you want a professional looking form or don't have the time to design your own. I have 18 easy-to-use behavior supports (including observation forms) ready to go in our Special Educators Resources Bundle .

No matter what route you choose, behavior observation forms are a valuable tool in special education. By taking the time to collect data on behavior, you can start to understand the patterns and develop an effective behavior intervention plan. If you're new to behavior observation forms, there are many different options available to you. Check out this bundle and get started today!

Which option will you start with today?

I'm Jennifer!

I’m Jennifer and I was a special educator in the elementary school setting over the past decade. I entered the classroom every day dedicated to making learning inclusive AND engaging.

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Special Education Student Observation Form: What Is It?

A Special Education Student Observation Form refers to a written document prepared to assess the progress of a student attending a special needs school. Whether you have noticed a student is struggling with something or you want to point out their achievements, it is very important for the school administration, teaching staff, and parents or legal guardians of the student to have fair and transparent communication to improve the quality of the education and make sure the needs of every student are met - one of the tools that will help you to do that is an evaluation carried out in a special needs school.

You may download a Special Education Student Observation template through the link below .

You need to identify yourself and the student you are evaluating, list the skills related to their academic performance and behavior in class, rate them using a scale adopted in your institution (you may use a five-point rating scale or express your opinion with words like excellent, good, or satisfactory), and add remarks in the comment field if you believe a traditional scale will not properly reflect your judgment.

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The observation of special education classrooms by school personnel

• Original Paper
• Published: 23 March 2021
• Volume 25 , pages 235–253, ( 2022 )

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• Christina Cipriano   ORCID: orcid.org/0000-0002-7414-1821 1 &
• Tia N. Barnes 2  

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Classroom observation is an accountability practice which promotes the evaluation of teachers’ capacity to meet standards, improve teaching practices, and enhance student learning outcomes. Prior research has revealed that these practices are not without bias: the reliability of observation can be challenged because of classroom or observer characteristics. Unlike general education learning environments, much less is known about the reliability of observing classrooms that service students with disabilities. In this study, we evaluated the reliability of special-education classroom observation by school personnel. Using a systematic scorer design modeled after the MET Project, we examined different combinations of observers (special educator, school leader, paraprofessional, and researcher) and lessons to test the impact of prior exposure to a teacher on scoring the RELATE Tool for Special Education Classroom Observation (RELATE). Analyses of RELATE scorer reliability, comparison of school personnel and researchers on their scores’ aggregates and variance, and the implications for generalization and special education classroom observation are discussed.

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Yale Child Study Center, Yale School of Medicine, 350 George Street, New Haven, CT, 06520-8376, USA

Christina Cipriano

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Tia N. Barnes

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Cipriano, C., Barnes, T.N. The observation of special education classrooms by school personnel. Learning Environ Res 25 , 235–253 (2022). https://doi.org/10.1007/s10984-021-09359-w

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Received : 14 February 2020

Accepted : 11 March 2021

Published : 23 March 2021

Issue Date : April 2022

DOI : https://doi.org/10.1007/s10984-021-09359-w

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Classroom Observation Form

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What is a Classroom Observation Form?

A Classroom Observation Form is a document used by educational administrators and peers to assess and record the effectiveness of teaching methods and classroom interactions. The form is designed to guide observers in evaluating specific aspects of the teaching process, such as lesson clarity, student participation, and behavior management. This systematic approach helps in providing constructive feedback to teachers, facilitating professional development, and enhancing instructional quality. Such forms are pivotal in educational settings striving for excellence and continuous improvement.

Classroom Observation Form Format

1. teacher information:.

• Name: [Teacher’s Name]
• Grade/Subject: [Grade/Subject]

2. Observation Details:

• Date of Observation: [Date]
• Observer: [Observer’s Name]
• Focus Areas: [Areas of Focus]

3. Classroom Environment:

• Engagement Level: [High/Medium/Low]
• Classroom Management: [Effective/Needs Improvement]

4. Instructional Practices:

• Lesson Clarity: [Clear/Confusing]
• Differentiation: [Present/Not Present]

5. Feedback and Recommendations:

• Strengths: [Areas of Strength]
• Areas for Improvement: [Suggestions for Improvement]

Classroom Observation Form PDF

PDF Word Google Docs

Download a ready-to-use Classroom Observation Form PDF, designed to streamline the observation process in educational settings, integrating elements from the Preschool Observation Form .

Classroom Observation Form with Answer

Utilize our Classroom Observation Form with Answer to provide immediate feedback and actionable insights, enhancing the application of the Job Safety Observation Form in educational environments.

Classroom Observation Form Template

Access customizable Classroom Observation Form Templates that help effectively assess and improve teaching practices, incorporating structured feedback similar to a Student Observation Form .

Classroom Observation Form for Teachers

Explore our specialized Classroom Observation Form for Teachers, aimed at fostering professional growth through constructive critique and peer feedback, akin to the Peer Observation Form .

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Peer to Peer Classroom Observation Form

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General Classroom Observation Form

How do you write an observation in the classroom?

• Prepare : Familiarize yourself with the Behavior Observation Form and know what behaviors to note.
• Record : Document observations objectively, noting specific behaviors and interactions.
• Reflect : Analyze the data to identify patterns or areas for improvement.
• Report : Summarize your findings, providing clear and actionable feedback. You may also see  Student Action Form

What are the three types of classroom observation?

• Formative Observation : Uses tools like the Child Care Observation Form to provide feedback and support teacher development.
• Summative Observation : Involves formal evaluation of teacher performance.
• Peer Observation : Encourages professional growth through collegial feedback, incorporating aspects of the Employee Observation Form .

What important things should you remember when making observations?

• Consistency : Use a standardized Child Observation Form to maintain uniformity in data collection.
• Objectivity : Record facts without personal bias.
• Confidentiality : Keep the information secure and private.
• Detail : Note specific examples that support your observations. You may also see  Student Self-Assessment Form

What is a checklist for observation?

• Develop : Create a checklist that includes key criteria relevant to the observation goals.
• Structure : Organize items logically, perhaps segmenting by period or activity.
• Use : Apply the checklist during observations to ensure thoroughness, incorporating a Clinical Observation Form where necessary.
• Review : Evaluate and update the checklist regularly to meet evolving educational goals. You may also see  Student Survey Form

What should teacher do during observation?

• Engage : Continue with normal teaching practices without altering behavior due to being observed.
• Interact : Demonstrate interaction with students as usual.
• Implement : Use strategies from the Lesson Feedback Form to showcase effective teaching practices.
• Reflect : After the observation, reflect on feedback for professional growth. You may also see  Student Loan Agreement Form

What is the purpose of the classroom observation tool?

• Assessment : To evaluate teaching methods and student engagement, utilizing tools like the Coach Observation Form .
• Improvement : To identify areas for professional development and enhance educational quality.
• Feedback : To provide constructive criticism and positive reinforcement to educators.
• Documentation : To maintain records of teaching progress and areas addressed. You may also see  Student Assessment Form

How do I fill out a time observation form?

• Identify : Determine the specific activities or periods to be monitored.
• Record : Note the start and end times of each activity, using precise timing.
• Analyze : Look for trends in how time is spent during class.
• Feedback : Use the data collected to provide feedback or make adjustments to teaching practices. You may also see  Student Transfer Form

How to Create a Classroom Observation Form

• Creating a classroom observation form is easy especially with the usage of computers and software tools. However, if you prefer to create your own document from scratch, you must first research and gather the classroom standards of your school or state. This is to aid you in creating the table for your evaluation which should be categorized depending on the relativity of the standards unto one another. After this, you can begin arranging the sections of your form beginning from the name of your school and its address. You may also see  Student Report Form
• The bottom of your header should have spaces that are intended for the general information of the subject being observed such as the class schedule and the name of the assigned teacher. Along with these details is the date of when the observation was done as well as a space for the observer’s name. You may also see  Student Statement Form
• Then, the table for the standards and its rating scales should be placed alongside each other. Since the standards are grouped into relating categories, a comment section should be incorporated at the end of each group to separate and sum up the category’s ratings. You may also see  Student Complaint Form
• Survey questionnaires that relate to the classroom observation procedure can also be included to acquire better explanations and suggestions from the observer. However, the questionnaires must be after the tables of the standards’ ratings. You may also see  Student Contact Form

What is the most common observation?

The most common observation in classrooms typically involves assessing teaching strategies and student engagement, often documented using a Class Evaluation Form .

What should observation for a beginner teacher include?

Observations for beginner teachers should focus on classroom management, lesson delivery, and student engagement, supported by feedback through a Hazard Observation Form .

How long is a class observation?

A class observation typically lasts for one full class period or session, which can vary from 45 to 90 minutes, ensuring comprehensive assessment and documentation on a Student Progress Report Form .

What is a good class observation score?

A good class observation score effectively reflects high levels of teacher engagement, innovative teaching methods, and positive student interactions, often quantified via a Student Information Form .

How do you take notes in a teacher observation?

During teacher observation, take notes focusing on specific teaching practices, student reactions, and the educational environment, ideally noted in an organized manner like a Student Registration Form .

How is classroom observation done?

Classroom observation is conducted by watching and noting teacher-student interactions, instructional methods, and classroom environment, using structured tools such as a Student Clearance Form for systematic evaluation.

What is a good sentence for observation?

“A good sentence for observation succinctly captures specific, objective details about the subject or situation, similar to entries in a Student Affidavit Form .”

In conclusion, the Classroom Observation Form serves as an essential tool for educational improvement, providing structured feedback and actionable insights. It’s an integral part of the process, similar in purpose to a Student Reimbursement Form , supporting continuous professional development.

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McCormick Teaching Excellence Institute

Classroom observations.

Do you want to conduct a classroom observation of faculty teaching ? We have an observation form that you can use, advice on how best to conduct an observation with it, and a supporting study of how to conduct reliable and acceptable observations .

The MTEI Classroom Observation Form

The form is available as a Word document. It is meant to be completed electronically in Word, though you can of course print it out to write on for draft purposes. Download it from the link below:

• MTEI Classroom Observation Form (current version, 11-26-2023)

How to Conduct an Observation Using the Form

Although you can conduct an observation simply by showing up to class and filling out the form, it’s to everyone’s benefit to do some preparation and follow-up . Here’s how we recommend proceeding:

• Establish several possible observation dates. The instructor should rule out dates such in-class exams, atypical lectures, etc. The observer will show up unannounced on one of the agreed-upon dates.
• Set ground rules for observer interaction in the classroom. Normally, the observer should sit in the back, not be introduced, and not speak (i.e., not ask or answer questions, not ask students for comments, not attempt to take over instruction).
• The observer familiarizes themself with the observation form in advance.
• The observer takes notes on what occurs during the class in the form of a narrative log : short, timestamped entries of what happens throughout the class. The observer normally does not complete the observation form, though, during the class meeting — especially not within view of students.
• Within 24 hours, the instructor completes a brief self-assessment and sends it to the observer.
• The observer uses the narrative log and instructor self-assessment to complete the observation form. This should be done reasonably soon after the class meeting, say a few days, so that both parties still have a good memory of the class.
• If the observation is formative: 1 The observer and instructor meet to discuss the completed form. The conversation should be an opportunity for mentorship. The instructor is given a copy of the form with the observer’s remarks at the meeting or shortly thereafter.
• The observer sends the completed observation form to the instructor for their initial reading of it.
• The observer and instructor meet or coordinate by email to discuss the form. The spirit of the discussion should be of mutual support and of collegial exploration of best instructional processes. The instructor should be given an opportunity to address any concerns or inaccuracies.
• After the discussion, the observer revises the report as needed and re-sends it to the instructor. Finally, the report is also filed (if required) with departmental leadership.

Example Narrative Log

A  narrative log is a series of short, timestamped entries of what happens throughout a class. Use this format to take notes on what happens during class, then fill out the observation form later based on those notes.

N.B. It is best to record what occurs without making judgments yet. The example below deliberately contains many issues.

• 10:05 am. Prof. X arrives and begins to set up for class.
• 10:10 am. Begins class on time. Starts with announcements. Answers questions about assignment that is out right now.
• 10:14 am. States agenda for today’s class. Starts lecturing. I can hear fine from the back row as long as hand-held mic as used. Occasionally mic is too far away and voice can’t be heard.
• 10:18 am. Instructor asks, “any questions?” No one responds.
• 10:22 am. Question is asked, but I couldn’t hear it and it wasn’t repeated.
• 10:23 am. Slide #10 text is too small for me to read from here.
• 10:25 am. In-class exercise: students try to complete a proof.
• 10:26 am. Instructor calls class back to order. Students are still working and keep talking. Takes a while for classroom to calm down.
• 10:30 am. Finishes doing proof. Several students ask questions. Instructor calls on them by name.
• 10:42 am. Instructor asks, “any questions?” No one responds.
• 10:48 am. Instructor starts demo.
• 10:58 am. Instructor ends demo. Meanwhile from my vantage I saw students open up other software on laptops and ignore the demo.
• 11:02 am. Instructor ends, 2 minutes late. 1/3 of class has already walked out.

Instructor Self-Assessment

Before completing the observation form, it is good for the observer to get the instructor’s own feedback on the class. Here are some prompts that an instructor could be invited to complete as part of their self-assessment:

• My overall response to this class is:
• The following aspects of today’s class were typical :
• The following aspects of today’s class were atypical :
• The aspects of my teaching that seemed most effective today were:
• I would change the following next time I give this class:
• I think the following factors (positive or negative) contributed to the quality of today’s class:

A companion study of how to conduct reliable and acceptable classroom observations is available in the MTEI Box Folder in the “Peer Evaluation of Teaching” subfolder.

Acknowledgments

These materials were created by Michael Clarkson (CS & MTEI). The evaluation form is based on an earlier protocol by Kathryn Dimiduk (MTEI), and on faculty development literature, especially: Chism, Nancy Van Note. Peer Review of Teaching: A Sourcebook, second edition. Anker, 2007.

• Brent, Rebecca and Felder, Richard M. A Protocol for Peer Review of Teaching. In Proc. ASEE Annual Conference and Exposition , 2004.
• Centra, John A. Reflective Faculty Evaluation . Jossey-Bass, 1993.
• Chism, Nancy Van Note. Peer Review of Teaching: A Sourcebook, second edition. Anker, 2007.
• DeZure, Deborah. Evaluating Teaching through Peer Classroom Observation. In Changing Practices in Evaluating Teaching , ed. Peter Seldin, Anker, 1999.
• Kumaravadivelu, B. A Multidimensional Model for Peer Evaluation of Teaching Effectiveness. In Journal on Excellence in College Teaching , 1995.
• Millis, Barbara J. Conducting Effective Peer Classroom Observations. In To Improve the Academy , vol. 11, 1992.
• Mid-semester feedback survey dates

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