Students who struggle with challenging behaviors are sometimes placed in alternative education (AE) settings where they are provided with intensive supports including punitive approaches to behavior management. Some AE settings have moved towards using proactive practices, like schoolwide positive behavior supports (SWPBS), to promote positive behaviors. SWPBS has been effective in regular education settings and has shown promise in AE settings, but there is little research to support its use in extended school year (ESY) programs that students attend to maintain gains from the school year over the summer months. Schoolwide practices may be less feasible to implement in ESY settings, but teachers can implement PBIS practices through use of evidence-based classroom management (CRM) strategies. Teachers may not have adequate training in CRM strategies and may benefit from support around implementation. To address this issue, this study investigated the use of Tier 1 evidence-based CRM practices in increasing academic engagement and reducing disruptive behavior amongst pre secondary level students in an urban ESY program. Another goal of the study was to increase teachers' use of evidence-based CRM strategies. Results suggest that training in evidence-based CRM can help to increase the implementation of these practices in ESY classrooms as well as to increase the consistency of academic engagement, and showed promise for improving predictability of lower level disruptions in the classroom. Major problem behaviors were not affected as a result of the classroom management intervention. Limitations of the study, directions for future research, and implications for research and practice are discussed. [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.]