Teachers and administrators should work together to develop research-based, sensible strategies that model around Positive Behavior Intervention and Supports (PBIS) and social-emotional learning (SEL), common methods for disruptive innovation, to satisfy college and/or career goals. Throughout the literature review, two components were investigated to support the development of the effective strategies that may not be known ultimately to help children succeed that teachers and administrators can use: (a) PBIS and SEL as research-based strategies to connect to college and career readiness, and (b) proposed classroom and behavior management strategies. The theoretical framework chosen for this study was David Super's career development theory, which was applied to this research to investigate ways to control student behavior concerns. The methodology of the research study was the phenomenological method accompanied by a questionnaire-like online interview that was conducted online at a middle school in Southwest Georgia. Upon an NVivo analysis, 20 recurring themes appeared. When narrowed down to analyzing four of the six questions, three terms stood out that could have been used to answer the main research question of the study: What research-based strategies are supplied to develop an effective classroom and behavioral management plan that teachers and administrators can use to satisfy and improve the school climate ratings, such as college and career goals? Upon the data analysis and presentation of results, it was determined that the research-based strategies chosen to help improve school climate ratings leading to students' college and career goals are possible beyond PBIS and SEL. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]