The present study reports findings from a school-level randomized controlled trial (RCT) of the Double Check cultural responsivity and student engagement model. Consistent with the focus of this special issue on the conceptual and methodological advances for understanding contextual, identity, and cultural effects in intervention research, we report outcomes of the multi-component, school-wide Double Check model, testing the combined impacts of school-wide data-based decision-making along with staff professional development on school-level discipline, culturally responsive practices, classroom contextual factors, and classroom coaching using the Double Check version of the Classroom Check-up. The results from the 41 middle-school RCT indicated significant impacts on proximal outcomes of culturally responsive teacher self-efficacy, observations of instructional support, and indicators of student engagement, but no effect on other intended outcomes (e.g., observations of culturally responsive practices, suspensions). Findings suggest an effect of the Double Check on select teachers' classroom management strategies and student behaviors moderated by key classroom contextual factors. The contextual findings suggest implications for future tailoring of Double Check coaching supports in classrooms with low levels of tier 1 PBIS supports and high levels of disruptive student behavior. [This paper will be published in the "Journal of School Psychology."]