Much of history demonstrates the detriment schools inflicted on students of color, Indigenous students, and their families. Schools once operated to destroy the culture and communities of Indigenous students, remove the accents of Latinx children to make them more American-- teaching them to be "clean" and acceptable, and ensure Black students were uneducated and remained in the fields. However currently Black Indigenous People of Color (BIPOC) students now represent the majority of the public school population. This alone should trigger schools to reflect on and, in many cases, reevaluate how they are instructing students, academically and socially. Even more so, the historical relationship of schools and BIPOC students should prompt leaders to move from centering whiteness and exclusivity to culturally responsive schooling. Minnesota ranks near the bottom of all U.S. states in shrinking the achievement gaps between students of color and white students. It also has a history of disproportionate discipline practices towards Black and brown students. This brief offers a framework to enact this change through Culturally Responsive School Leadership (CRSL). The four major components of CRSL are: (1) critical self-awareness; (2) culturally responsive curricula and teacher preparation; (3) culturally responsive and inclusive school environments; and (4) engaging students and partners in community context.