School-Wide Positive Behavioral Interventions and Supports (SWPBIS) are an integral part of schools across the United States. When implementing SWPBIS, academic achievement, emotional regulation, prosocial behavior increases while behavioral problems, bullying, exclusionary discipline teacher stress and teacher burnout decrease. Despite the utility of SWPBIS, there is a limited amount of literature that has evaluated tiered behavioral interventions. Furthermore, there is limited research that focused on a common Tier 2 intervention, Check in/Check out (CICO). Previous literature has reported how schools used and evaluated Tier 2 behavioral interventions, identified common team configuration for Tiers 2 and 3, and evaluated how teams evaluate and intervene using behavioral intervention success. This survey study sought to expand the literature by assessing common team practices nationwide (e.g., team members, fidelity, data reviewed, how responsiveness is identified), and focused on a specific Tier 2 intervention (i.e., CICO). Precisely, this study examined how teams determine responsiveness to CICO and identified if adaptations used for CICO. The results found that teams are represented by a variety of school personnel, use data to make decisions, and are adapting CICO. Additionally, a significant outcome was that the longer schools implement SWPBIS, there is a larger number of Tier 2 interventions offered. Lastly, the results indicate no significant finding that CICO fidelity was predicted by the number of years implementing SWPBIS. Limitations, future directions, and implications 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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]