The purpose of this pilot project was to develop a tool and a process for providing performance feedback on evidence-based classroom management strategies to teachers of students in emotional support classrooms. The project was carried out with nine classroom teachers and descriptive results are discussed. Initial results found increases in treatment integrity after the first round of performance feedback and increases in student on-task behaviors. The evaluation procedures mirrored the screening approach taken within a response-to-intervention model (i.e., benchmark screening three times a year). The potential for "scaling-up" the techniques of assessing treatment integrity and providing performance feedback, in relation to the implementation of classroom management strategies, is discussed. (Contains 1 figure and 2 tables.)