Classroom management and discipline strategies are critical to the student learning environment. This study uses the following methods: Effective School Discipline (ESD) and CHAMPS (Proactive Approach to Classroom Management) These strategies were both implemented during the core reading instruction period, roughly the first three hours of the school day. Both methods involved parent surveys, observation logs, student reflections and office referral data to compare strategy success. The sample of participants included challenging documented behaviors, including attention disorders and hyperactivity. Results have revealed that the above-mentioned strategies decreased the number of negative behaviors during reading instruction. Time samplings of time on content were taken before implementation and after to determine the effect of decreased negative behaviors on positive academic learning.