Now that the Individuals with Disabilities Education Improvement Act (IDEA, 2004) has been reauthorized, states have the option of discontinuing the use of IQ-achievement discrepancy formulas and using Response to Intervention (RTI) criteria as part of the special education identification process. This change has dramatic implications for culturally and linguistically diverse students who historically have been disproportionately overrepresented in special education programs. In this article, the authors discuss their perspectives on culturally responsive literacy instruction. According to Moje and Hinchman, all practice needs to be culturally responsive in order to be best practice. This view is especially relevant when considering that culture is involved in all learning. Culture is not a static set of characteristics located within individuals, but is fluid and complex. Thus, culturally responsive teachers make connections with their students as individuals, while understanding the sociocultural-historical contexts that influence their interactions. Culturally responsive literacy instruction includes the skills deemed necessary for acquiring the ability to read and frequent opportunities to practice reading with a variety of rich materials in meaningful contexts. But it goes beyond these basic components. In conceptualizing culturally responsive literacy instruction, the authors draw upon Wiley's (1996) framework that includes accommodation, incorporation, and adaptation. These three courses of action are specific ways in which researchers have suggested working with students and families. The authors propose a four-tiered RTI model that represents a new and needed direction for research.