Diana Lebeaux

Diana Lebeaux is the Director of District and School Design at CCE, where she works directly with teachers, leaders, schools and districts around student-centered, equity-focused policies, programs, and leadership. Previously, Diana worked as a classroom teacher, school administrator, and director of educational programs and curricula in the nonprofit sectors.

Dawn Shearer-Coren

Dawn Shearer-Coren, a Senior Associate at CCE, is a skilled facilitator dedicated to advancing racial equity awareness and disrupting deficit narratives. Dawn’s recent work has focused on positive self-perceptions for students of color in schools and classrooms. She believes developing authentic relationships linked to student achievement as key to increased student achievement.

Laura Tota

Laura Tota is a Senior Associate for District and School Design at CCE. After transformative experiences in the Worcester Public Schools, Laura pursued studies in education policy and management with a focus on family engagement and educational equity. Her passions include family-school-community partnerships, professional learning communities, and personalized learning practices.

Other Contributing Authors

Irene Logan

Irene Logan served as Senior Associate for English Language Learner Programming at CCE. As a former ESL teacher and principal, Irene engaged with leaders to increase awareness of the importance of personalizing learning and to advocate for all learners on their pathway to academic success.

​Dr. Ramona Treviño

Dr. Ramona Treviño served as CCE’s Senior Director for District and School Design after successful experience as an executive leader, campus principal, and special education teacher with diverse populations in a variety of national and international settings. As a clinical professor and fellow at the University of Texas’ Division of Diversity and Community Engagement, she also coordinated the U.T. Urban Education Project.

Karla E. Vigil

Karla E. Vigil is the co-founder of EduLeaders of Color Rhode Island, aiming to create change in education by cultivating spaces for leaders of color invested in dismantling inequities, strengthening organizations led by people of color, and fostering coalitions and community partnerships.

An approach to teaching and learning that is flexible and adaptable, adjusting the system to the individual students and what they need to be successful in today's diverse, global world.
Students exercise voice and choice in their learning, embracing their individual strengths, needs, interests, and cultural backgrounds.
The ability to use the cultural characteristics, experiences, and perspectives of culturally and linguistically diverse learners as conduits for teaching them more effectively. (Geneva Gay, 2002)
Developed in a way that ensures a barrier-free environment for all students, ensuring that every student, particularly those within historically underserved groups, has what they need to be successful. To be truly equitable, schools must not only have equity of opportunity but of outcomes.
The process of envisioning, designing, and implementing a school model, either from scratch as a way of redesigning and disrupting the existing educational system, or as part of the transformation of an existing school.