Educators' use of exclusionary discipline practices (e.g., our-of-school suspension) has been systematically applied to Black and brown youth, impacting opportunities for academic achievement. Federal policy calls for educators to refine their practice when racial discipline disparities are detected, yet there is little guidance in the law about how to do this exactly. The "Assessment of Culturally and Contextually Relevant Supports (ACCReS)" is a formative teacher self-assessment to promote educator reflection and change in practice. Use of the self-assessment is meant to reduce educators' reliance on reactionary and exclusionary discipline practices (e.g., sending students to the office) by supporting educators to reflect on their practice, build skills, and design educational environments that acknowledge students' complex, intrapersonal identities. As a result, teachers might support students' learning and behavior in the classroom more proactively and equitably. This chapter presents data collected from teachers in two high-need school districts in the northeast United States who participated in field testing the "ACCReS." Preliminary results indicate evidence of the following relationship: When teachers agree with more items on the "ACCReS," less student disruptive behavior is observed in the classroom. Implications include the use of "ACCReS" data to support professional development goals and identify training needs for educators. [This chapter was published in: "Reducing Suspensions and Expulsions of Students with Disabilities: Linking Research, Law, Policy and Practice," edited by P. Fenning & M. B. Johnson, Teachers College Press, 2022.]