Engaging in culturally responsive practices is considered best practice in classroom instruction, particularly within diverse schools, however, when making data-based decisions, there is little guidance for culturally responsive practitioners on how to engage in this work. This article introduces a model of culturally responsive data-based decision making (CR-DBDM) by outlining culturally responsive practices and combining them with Deno's IDEAL (Identify, Define, Explore, Apply, and Look) problem solving model. The article provides members of high school-based problem-solving teams (PSTs), working within a response to intervention (RTI) framework, suggestions for decision making in ways that do not contribute to the disproportionate representation of culturally and linguistically diverse students in special education and empowers students and families by valuing their voices throughout the RTI process.