Schools and districts have long grappled with race- and disability-based exclusionary discipline inequities. Research on the topic has uncovered a variety of systems that maintain such disparities, including school policies and practices that exacerbate the problem. Researchers and practitioners have increasingly considered school context and practices as mediators of both special education and exclusionary discipline risk. Although educational leaders are often required to review policies, practices, and procedures that contribute to inequities, few tools exist for practical translation toward school-wide solutions. This case is designed to help school and district leaders translate theory and research into practical actions for transformational change. The case provides considerations for designing and implementing culturally responsive Multi-Tiered Systems and Supports within a given school context, including climate and programming.