This presentation addresses disproportionality—the disparate rate at which youth with disabilities, minoritized youth, and low-income youth, are overrepresented in the school-to-prison nexus. This problem is important because disproportionality hinders student learning processes and outcomes. The focus by the scholarly majority on dismantling zero tolerance policies as a way to address disproportionality is flawed because disproportionality existed prior to the enactment of zero tolerance policies. Some scholars argue that the problem should be addressed using restorative justice strategies (Gonzalez, 2012), increasing authentic community and parent connections (Moll, Amanti, Neff & Gonzalez, 1992), limiting the use of long-term disciplinary removal (Noguera, 2003), and taking an intersectional view of students’ race and disability status (Annamma, 2014). While each of these solutions is important, none will work without first educating practitioners about students’ cultural backgrounds (Ladson-Billings, 2005, 2006). Although Ladson-Billing’s (2005) solution of practitioner cultural competency has been criticized by some scholars as elusive, the use of Lindsey’s (2019) cultural proficiency framework, when combined with the collaborative computer program, VSorts™, appears promising. VSorts™ involves the collaborative development of culturally competent carceral vignettes which educate practitioners regarding solutions to disproportionality and train practitioners on complex topics in a way that promotes critical self-reflection and conversation within a safe professional learning environment (Cormier, 2022). Such a professional computerized learning environment can mitigate cognitive dissonance: the disagreeable feeling people experience when a new belief or action conflicts with a pre-existing belief or action (Harmon-Johns & Mills, 2019).