Disproportionality in special education is a complex issue adversely impacting African-American students. African-American students experience disproportionality in referral to special education and identification with a disability, removing them from the general education setting and resulting in denial of access and socialization with their non-disabled peers. Participants and data collected in Cycle 1 consisted of school staff who offered insight into school practices in the special education department. Action steps were designed, implemented, and evaluated in Cycle 2 to provide support for families and staff in strengthening their training in the areas of referral and pre-referral. The training video made available virtually for on demand watching focused on supports available outside of special education. The video content and dissemination was driven by school stakeholders. Evaluating the results of the action research study included a survey of the effectiveness and learning outcomes. Student participants and collaborators/co-facilitators provided critical feedback that assisted in the creation of the resource. The study concluded that training is needed for both staff and families in order to positively impact disproportionate referral and overidentification of African-American students. Implications for the organization included additional resources and training shorts for use by community members. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]