Coalescing Around Evidence- Based Practices (EBP) - WestEd
Leading by Convening (LbC):Rubrics to Assess and Shape PracticeCoalescing Around EvidenceBased Practices (EBP)Training individuals on an evidence-based practice is not the same as coalescingindividuals around that practice. Coalescing demands an exploration of the issuefrom the perspective of the implementers and stakeholders.
Leading by Convening (LbC): Rubrics to Assess and Shape Practice — Coalescing Around Evidence-Based Practices (EBP)About the LbC RubricsEach LbC rubric describes a set of observable behaviors focused on a change in the practice of authentic stakeholderengagement. The rubrics can be used by teams to: discuss authentic engagement from the viewpoint of the stakeholders; assess current levels of interaction; guide future interaction; routinely assess changes in perception and practice; and chronicle changes in outcomes as engagement deepens.Using the LbC RubricsThe image below displays a graphic representation of the LbC framework and a rubric that is derived from it. LbC isbased on three habits of interaction (Coalescing Around Issues, Ensuring Relevant Participation and Doing WorkTogether). These habits unpack into three elements of interaction (Adaptive, Technical, and Operational) that furtherunpack into four depths of interaction (Informing, Networking, Collaborating and Transforming).The LbC rubrics use the operational elements and depths of interaction to help leaders and teams engage theirstakeholders more actively. Rubrics typically list a criteria or behavior in the left column and describe levels ofperformance in columns moving to the right. This arrangement creates cells that describe the performance at each levelfor each criterion. In the LbC rubric below, the criterion column is called an “operational decision.” Operational decisionsresult when a team examines both the technical and adaptive elements of the change it envisions and defines severalimportant aspects of interaction that they will attend to over time.
Leading by Convening (LbC): Rubrics to Assess and Shape Practice — Coalescing Around Evidence-Based Practices (EBP)Each rubric is interactive. Follow the image below to see how you can interact with the rubrics as you move towardsgreater depths of interaction.
Leading by Convening (LbC): Rubrics to Assess and Shape Practice — Coalescing Around Evidence-Based Practices (EBP)RUBRICCoalescing Around Evidence-Based Practices (EBP)Each operational decision has a progression of four corresponding levels. Click on each item to see additional resources.OPERATIONALDECISIONSLEVEL 1LEVEL 2LEVEL 3LEVEL 4Key actions and behaviorsthat require your attentionINFORMING LEVELsharing / disseminatingone-way communicationNETWORKING LEVELexchangingtwo-way communicationCOLLABORATING LEVELengagingworking together on the issue overtimeTRANSFORMING LEVELcommittingapproaching issues throughengagement & consensus buildingAA1A2A3A4Communicate theissue and why it isimportant.Convener/state lead agencydescribes the issue, why currentpractices are not producingdesired outcomes, what datasupports adopting a differentpractice, and why this is relevantto multiple stakeholders.Core group of stakeholders fromdiverse roles shares ideas aboutpotential root cause(s), currentpractices to address issue,barriers that may impact ability toaddress the problem and personalrelevance to the issue.Key and extended groups ofstakeholders begin a process ofworking together to address theissue by co-creating a problemstatement that articulates potentialroot cause(s).Broad stakeholder engagement isthe foundation for deeperunderstanding of the issue,identifying the potential rootcause(s), and building consensusfor change(s) in practice.BB1B2B3B4Identify and selectan evidence-basedpractice that willmake a difference.Convener/state lead agencyprovides information on evidencebased, evidence-informed, andpromising practices, and how theywill address identified issue(s).Core group of stakeholders fromdiverse roles shares theirknowledge of effective practices,including levels of evidence, thecontext for implementation, andpotential barriers.Stakeholders from diverse rolescollectively analyze practicesbased on the problem statement,available data, contextualvariables, and structuralchallenges. They identify a newpractice to address need.Stakeholders from diverse rolesregularly work together to reviewand analyze practices and cometo consensus on adoption andimplementation of identifiedevidence-based practice.CC1C2C3C4Build capacity toimplement thepractice with fidelity.Leadership develops anddisseminates an implementationplan and the methods formonitoring whether the practice isimplemented with fidelity.Stakeholders, includingpolicymakers, discuss potentialbarriers to implementation as wellas supports, processes, politics,procedures and resources neededto implement and sustainpractices that need to beaddressed in the implementationplan and fidelity monitoringprocess.Extended group of stakeholdersco-creates an implementation plan(and manual) that includesmapping of resources, policies,and practices. The groupaddresses concerns, barriers,communications strategies, andevaluating the success ofimplementation.Broad stakeholder networksunderstand and commit toimplementation, continuousimprovement, and sustainability.DD1D2D3D4Identify and addressthe issues thatchallenge fidelity.Convener/state lead agency’scommunications describe theimportance of full implementationwith fidelity and the potentialchallenges that context brings toimplementation.Core group of stakeholders hasopportunities to exchange ideas,ask questions, clarifyexpectations, and expressconcerns about implementation ofthe practice and areas that mightaffect the fidelity ofimplementation.Extended group of stakeholdersworks together to problem-solveimplementation challenges (e.g.,leadership changes, fundingchallenges), monitors fidelity ofimplementation, and plans for thesustainability and scale-up of theevidence-based practices (EBP).Broad stakeholder networks areknowledgeable or haveopportunities for professionaldevelopment to learn aboutresponsibilities, alignment ofpolicies, and strategies forcontinuous improvement. Theycontinuously review policies,processes, and protocols toaddress staff/leadership andfunding changes. They have a rolein assessing fidelity and progressof implementation.
Leading by Convening (LbC): Rubrics to Assess and Shape Practice — Coalescing Around Evidence-Based Practices (EBP)BACK TO FULL RUBRICA1 – Resources to move from Informing to NetworkingYou are on the Informing Level. You are working towards the Networking Level.OPERATIONALDECISIONSLEVEL 1LEVEL 2LEVEL 3LEVEL 4Key actions and behaviorsthat require your attentionINFORMING LEVELsharing / disseminatingone-way communicationNETWORKING LEVELexchangingtwo-way communicationCOLLABORATING LEVELengagingworking together on the issue overtimeTRANSFORMING LEVELcommittingapproaching issues throughengagement & consensus buildingAA1A2A3A4Convener/state lead agencydescribes the issue, why currentpractices are not producingdesired outcomes, what datasupports adopting a differentpractice, and why this is relevantto multiple stakeholders.Core group of stakeholders fromdiverse roles shares ideas aboutpotential root cause(s), currentpractices to address issue,barriers that may impact ability toaddress the problem, andpersonal relevance to the issue.Key and extended group ofstakeholders begins a process ofworking together to address theissue by co-creating a problemstatement that articulates potentialroot cause(s).Broad stakeholder engagement inthe key foundation for deeperunderstanding of the issue,identifying the potential rootcause(s) and building consensusfor change(s) in practice.Communicate theissue and why it isimportant.Links to useful tools in LbC Four Simple Questions: Permits the convener and the stakeholders to communicate connections and gainknowledge from the standpoint of others. Defining Our Core: Demonstrates a strong example of clearly and concisely stating goals and statements to bedisseminated to groups in the field. How People Are: Helps to consider the human element with regard to employing evidence-based practices(EBP) and understanding perspectives. Seeds of Trust (Lessons Learned 1 and 2): Strategies for extending invitations to stakeholders to join in the work. What’s in it for Me: As part of an invitation, start the engagement of stakeholders by being attentive to their workas it relates to the use of EBPs in a way that encourages interaction and an exchange of views that are mutuallybeneficial. Engaging Everybody: Shows how people can be involved even if not in-person by creating multiple ways to beengaged. Learn the Language Make the Connection: Learn how partners describe the issue, what related programs arein place, and funding sources that help identify connections that support the use of EBPs. Give Value First: Creating partnerships from the outset in the selection, implementation, and evaluation of EBPs. Download the book, Leading by Convening.
Leading by Convening (LbC): Rubrics to Assess and Shape Practice — Coalescing Around Evidence-Based Practices (EBP)Resources beyond LbCThe National Center on Education Evaluation and Regional Assistance produced an informative document that helpsstate and local agencies to communicate clearly to the widest audiences on the most important topics. Writing about Research in Everyday LanguageA grounding strategy of the National Council on Dialogue and Deliberation is to convene people to consider importanttopics together. The Resource GuideThe Public Conversations ProjectThis resource describes the essential elements of a community of practice.Tips from implementers and stakeholders Use multiple means of representing information (e.g., audio narration, slides, graphics, Venn diagrams, T-charts). Describe what will happen if practices continue without change. Review current outcomes data associated with this topic – e.g., what does it tell us about the need? Share impact anecdotes and ‘big picture’ data. Refer to other national, state, and local resources from various agencies and organizations that have exploredthis topic. Identify strengths and specific activities that reflect EBP in operational terms (e.g., story banks, data collectionforms, parent handbooks, discussion groups, meetings, etc.). Create invitations so that stakeholders see the opportunity to review and/or share a resource that they value toadvance EBP.
Leading by Convening (LbC): Rubrics to Assess and Shape Practice — Coalescing Around Evidence-Based Practices (EBP)BACK TO FULL RUBRICA2 – Resources to move from Networking to CollaboratingYou are on the Networking Level. You are working towards the Collaborating Level.OPERATIONALDECISIONSLEVEL 1LEVEL 2LEVEL 3LEVEL 4Key actions and behaviorsthat require your attentionINFORMING LEVELsharing / disseminatingone-way communicationNETWORKING LEVELexchangingtwo-way communicationCOLLABORATING LEVELengagingworking together on the issue overtimeTRANSFORMING LEVELcommittingapproaching issues throughengagement & consensus buildingAA1A2A3A4Convener/state lead agencydescribes the issue, why currentpractices are not producingdesired outcomes, what datasupports adopting a differentpractice, and why this is relevantto multiple stakeholders.Core group of stakeholders fromdiverse roles shares ideas aboutpotential root cause(s), currentpractices to address issue,barriers that may impact ability toaddress the problem, andpersonal relevance to the issue.Key and extended groups ofstakeholders begin a process ofworking together to address theissue by co-creating a problemstatement that articulates potentialroot cause(s).Broad stakeholder engagement isthe foundation for deeperunderstanding of the issue,identifying the potential rootcause(s), and building consensusfor change(s) in practice.Communicate theissue and why it isimportant.Links to useful tools in LbC Dialogue Guides: Help to facilitate discussion of information from various perspectives to understand how othersin the field understand the issue. Grounding Assumptions: Create broad statements of shared values and knowledge that can unify theshareholders. Four Simple Questions (Use questions 1 and 2): Deepen understanding of different perspectives and thepotential for shared and more in-depth work. Learn the Language Make the Connection: Extends and facilitates progress by asking questions specific to anevidence based practice (EBP) and associated data collection. Seeds of Trust: (Lessons Learned #3): Uses questions to explore EBPs - e.g., What is the reaction? What arethe results? Would you do this? Engaging Everybody: Provides opportunities for the stakeholders to discuss and decide how they will engage. Learn the Language Make the Connection: Makes connections explicit among partners in a way that valuestheir work in the implementation of EBPs Download the book, Leading by Convening.Resources beyond LbCThe National Center on Child Poverty offers simple steps and worksheets on stakeholder engagement for teams to use.
Leading by Convening (LbC): Rubrics to Assess and Shape Practice — Coalescing Around Evidence-Based Practices (EBP) Engaging External StakeholdersThe National Center on Education Evaluation and Regional Assistance produced an informative document that helpsstate and local agencies to communicate clearly to the widest audiences on the most important topics. Writing about Research in Everyday LanguageThe National Council on Dialogue and Deliberation offers a collection of tools for promoting engagement. A Collection of Tools for EngagementThe Public Conversations ProjectFuture 500 offers ideas on stakeholder engagement that can be applied to help bridge networks or groups. Why You Must Open Your Doors To All StakeholdersTips from implementers and stakeholders Use multiple means of engaging stakeholders (e.g., think-pair-share) and representing information (e.g., audionarration, slides, graphics, Venn diagrams, T-charts). Survey diverse stakeholders about their opinions on this topic. Where do they see gaps? Have they everdiscussed this issue together? Share impact from multiple stakeholder perspectives (anecdotes, big picture data), evidence that EBPs lead toimproved outcomes for students.
Leading by Convening (LbC): Rubrics to Assess and Shape Practice — Coalescing Around Evidence-Based Practices (EBP)BACK TO FULL RUBRICA3 – Resources to move from Collaborating to TransformingYou are on the Collaborating Level. You are working towards the Transforming Level.OPERATIONALDECISIONSLEVEL 1LEVEL 2LEVEL 3LEVEL 4Key actions and behaviorsthat require your attentionINFORMING LEVELsharing / disseminatingone-way communicationNETWORKING LEVELexchangingtwo-way communicationCOLLABORATING LEVELengagingworking together on the issue overtimeTRANSFORMING LEVELcommittingapproaching issues throughengagement & consensus buildingAA1A2A3A4Convener/state lead agencydescribes the issue, why currentpractices are not producingdesired outcomes, what datasupports adopting a differentpractice, and why this is relevantto multiple stakeholders.Core group of stakeholders fromdiverse roles shares ideas aboutpotential root cause(s), currentpractices to address issue,barriers that may impact ability toaddress the problem, andpersonal relevance to the issue.Key and extended groups ofstakeholders begin a process ofworking together to address theissue by co-creating a problemstatement that articulates potentialroot cause(s).Broad stakeholder engagement isthe foundation for deeperunderstanding of the issue,identifying the potential rootcause(s) and building consensusfor change(s) in practice.Communicate theissue and why it isimportant.Links to useful tools in LbC Four Simple Questions: Who cares about this issue and why? What work is already underway? What sharedwork could unite us? How can we deepen our connections? Meet the Stakeholders: Include partners representing individuals with authority in the environments wherepractice will be implemented, as well as organizations with influence on practitioners and consumers who careabout the issues. Seeds of Trust: Create invitations, keep reaching out, and make participation safer. Don’t be defensive about“resistors,” but address what’s at risk for stakeholders. What’s in it for Me: Create professional and personal value. Identify strategies to support engagement, anddescribe the value of that strategy in moving people from being participants to partners. Building Engagement: Generate learning activities for stakeholder engagement around a topic. Maximizeengagement by linking two or more activities. Develop a planning and delivery schedule. Co-Creating Tools: Offer a sample agenda for meetings that bring stakeholders together to create useful tools. Download the book, Leading by Convening.Resources beyond LbCThe Regional Education Laboratory offers a webinar explaining root cause analysis.
Leading by Convening (LbC): Rubrics to Assess and Shape Practice — Coalescing Around Evidence-Based Practices (EBP) Root Cause Analysis WebinarThe National Center on Child Poverty (NCCP) offers simple steps and worksheets on stakeholder engagement forteams to use. Engaging External StakeholdersThe National Center on Education Evaluation and Regional Assistance produced an informative document that helpsthe user communicate clearly to a wide audience. Writing about Research in Everyday LanguageEngagement is promoted as a grounding strategy for all issues by the National Council on Dialogue and Deliberation(NCDD). Resource Guide on Public EngagementThe Public Conversations ProjectCollective Impact is applied to the technical and the adaptive challenges to change. The Collective Impact FrameworkFuture 500 is a private nonprofit that works to bridge the corporate and nonprofit worlds. The site offers ideas forstakeholder engagement. Partnering with NGOs: The 4 Keys to SuccessTips from implementers and stakeholders Use multiple means of engaging stakeholders (e.g., think-pair-share) and representing information (e.g., audionarration, slides, graphics, Venn diagrams, T-charts). Identify common ground issues and their impact on school success. Identify how the issue impacts students, groups of children, and the whole school or program. Determine how this issue impacts both academic achievement and social participation. Use activities like “Fishbone” or “5 Whys” to facilitate root cause analysis. Analyze potential root causes of limits in evidence-based practices (EBPs) and complete a needs assessment toanswer the questions: “What’s missing?” “Who is missing?” “What is the context?” Identify common areas for collaboration, consolidation, cooperation, and coordination in order to advance EBPstogether as a group. Create common definitions or understanding each other’s definitions on an EBP. Create an issue statement (Note: Consider using the customized “Your Brand” tool.).
Leading by Convening (LbC): Rubrics to Assess and Shape Practice — Coalescing Around Evidence-Based Practices (EBP)BACK TO FULL RUBRICA4 – Resources to sustain TransformationYou are on the Transforming Level. Continue to engage your stakeholders to sustain your progress.OPERATIONALDECISIONSLEVEL 1LEVEL 2LEVEL 3LEVEL 4Key actions and behaviorsthat require your attentionINFORMING LEVELsharing / disseminatingone-way communicationNETWORKING LEVELexchangingtwo-way communicationCOLLABORATING LEVELengagingworking together on the issue overtimeTRANSFORMING LEVELcommittingapproaching issues throughengagement & consensus buildingAA1A2A3A4Convener/state lead agencydescribes the issue, why currentpractices are not producingdesired outcomes, what datasupports adopting a differentpractice, and why this is relevantto multiple stakeholders.Core group of stakeholders fromdiverse roles shares ideas aboutpotential root cause(s), currentpractices to address issue,barriers that may impact ability toaddress the problem, andpersonal relevance to the issue.Key and extended groups ofstakeholders begin a process ofworking together to address theissue by co-creating a problemstatement that articulates potentialroot cause(s).Broad stakeholder engagement isthe foundation for deeperunderstanding of the issue,identifying the potential rootcause(s), and building consensusfor change(s) in practice.Communicate theissue and why it isimportant.Links to useful tools in LbC Re-visit Four Simple Questions (#4): How can we deepen our connections to deepen relationships and renewthe work? Download the book, Leading by Convening.Resources beyond LbCPlan for deeper and more consistent interaction by exploring communities of practice.Engagement is promoted as a grounding strategy for all issues by the National Council on Dialogue and Deliberation(NCDD). Resource Guide on Public EngagementThe Public Conversations ProjectProminent leadership theorists, Kouzes and Posner, have developed a framework for adaptive approaches toleadership. Leadership Challenge
Leading by Convening (LbC): Rubrics to Assess and Shape Practice — Coalescing Around Evidence-Based Practices (EBP)Appreciative inquiry is an approach to change that was first introduced by David Cooperrider and Suresh Srivastva atCase Western Reserve University. Appreciative Inquiry (AI)Collective Impact is applied to the technical and the adaptive challenges to change. The Collective Impact FrameworkTips from implementers and stakeholders Use multiple means of engaging stakeholders (e.g., think-pair-share) and representing information (e.g., audionarration, slides, graphics, Venn diagrams, T-charts). Develop a presentation that shares common definitions from all stakeholders, and enable and encouragestakeholders to deliver the message to their networks and in their meetings. Determine to what extent a broad array of stakeholders are collaborating on this topic and determine who ismissing from this action. Move outcome-driven ideas into actions. Keep re-engaging: use ‘check and connect’ to reduce barriers whenimplementing the evidence-based practices (EBP). Review the data to see if stakeholders use the new idea. Create a feedback loop across settings and with the many stakeholders involved. Continually loop back, sharing,adding, and revising as new information is available and changes occur. Routinely scan the environment to maintain present engagement and to sense new initiatives and newdevelopments. Look for satellite efforts that can be connected. Support a culture that makes employment of EBPs a valued and regularly occurring activity. Create communications that can help newly engaged members enter the process. Mentor newcomers and build peer support to advance EBP.
Leading by Convening (LbC): Rubrics to Assess and Shape Practice — Coalescing Around Evidence-Based Practices (EBP)BACK TO FULL RUBRICB1 – Resources to move from Informing to NetworkingYou are on the Informing Level. You are working towards the Networking Level.OPERATIONALDECISIONSLEVEL 1LEVEL 2LEVEL 3LEVEL 4Key actions and behaviorsthat require your attentionINFORMING LEVELsharing / disseminatingone-way communicationNETWORKING LEVELexchangingtwo-way communicationCOLLABORATING LEVELengagingworking together on the issue overtimeTRANSFORMING LEVELcommittingapproaching issues throughengagement & consensus buildingBB1B2B3B4Convener/state lead agencyprovides information on evidencebased, evidence-informed, andpromising practices, and how theywill address identified issue(s).Core group of stakeholders fromdiverse roles shares theirknowledge of effective practices,including levels of evidence, thecontext for implementation, andpotential barriers.Stakeholders from diverse rolescollectively analyze practicesbased on the problem statement,available data, contextualvariables, and structuralchallenges. They identify a newpractice to address need.Stakeholders from diverse rolesregularly work together to reviewand analyze practices, and cometo consensus on adoption andimplementation of identifiedevidence-based practice.Identify and selectan evidence-basedpractice that willmake a difference.Links to useful tools in LbC Four Simple Questions: Permits the convener and the stakeholders to communicate connections and gainknowledge from the standpoint of others. How People Are: Sheds light on leadership roles and how to communicate to consumers. Learn the Language Make the Connection: Creates common understanding to consider evidence-basedpractices (EBP). This tool can be used each time a new group is engaged or a new practice connection isexplored. Download the book, Leading by Convening.Resources beyond LbCResearch the array of federal investments on the EBP under consideration. Begin with the OSEP Technical Assistanceand Dissemination Network: Graphic VersionWord VersionBe sure to explore: The Comprehensive Center NetworkThe Regional Education Laboratories
Leading by Convening (LbC): Rubrics to Assess and Shape Practice — Coalescing Around Evidence-Based Practices (EBP) The What Works ClearinghouseThe IRIS Center – Evidence-Based PracticesThe National Center on Education Evaluation and Regional Assistance produced an informative document that helpsstate and local agencies to communicate clearly to the widest audiences on the most important topics. Writing about Research in Everyday LanguageTips from implementers and stakeholders Use multiple means of representing information (e.g., audio narration, slides, graphics, Venn diagrams, T-charts). Provide all stakeholders with an analysis of initiatives underway and how EBP will address needs in the largercontext, such as in Elementary and Secondary Success Act (ESSA) implementation and Results DrivenAccountability (RDA). Ask each stakeholder to explore EBP resources developed by their organization (e.g., national, regional, stateaffiliate). Offer scenarios of needs along with examples of how improvement strategies addressed those needs.
Leading by Convening (LbC): Rubrics to Assess and Shape Practice — Coalescing Around Evidence-Based Practices (EBP)BACK TO FULL RUBRICB2 – Resources to move from Networking to CollaboratingYou are on the Networking Level. You are working towards the Collaborating Level.OPERATIONALDECISIONSLEVEL 1LEVEL 2LEVEL 3LEVEL 4Key actions and behaviorsthat require your attentionINFORMING LEVELsharing / disseminatingone-way communicationNETWORKING LEVELexchangingtwo-way communicationCOLLABORATING LEVELengagingworking together on the issue overtimeTRANSFORMING LEVELcommittingapproaching issues throughengagement & consensus buildingBB1B2B3B4Convener/state lead agencyprovides information on evidencebased, evidence-informed, andpromising practices and how theywill address identified issue(s).Core group of stakeholders fromdiverse roles shares theirknowledge of effective practices,including levels of evidence, thecontext for implementation, andpotential barriers.Stakeholders from diverse rolescollectively analyze practicesbased on the problem statement,available data, contextualvariables, and structuralchallenges. They identify a newpractice to address need.Stakeholders from diverse rolesregularly work together to reviewand analyze practices, and cometo consensus on adoption andimplementation of identifiedevidence-based practice.Identify and selectan evidence-basedpractice that willmake a difference.Links to useful tools in LbC Four Simple Questions: Validate the accomplishments to date. Use question #2 to ask “What is alreadyunderway in terms of evidence-based practices (EBP)?” Building Engagement: Provides ideas, invites participation in defining EBPs that could address the issue. Learn the Language Make the Connection: Builds a common understanding to consider the EBPs known andsupported by various groups and agencies. Download the book, Leading by Convening.Resources beyond LbCResearch the array of federal investments on the EBP under consideration. Begin with the OSEP Technical Assistanceand Dissemination Network: Graphic VersionWord VersionBe sure to explore: The Comprehensive Center NetworkThe Regional Education LaboratoriesThe What Works Clearinghouse
Leading by Convening (LbC): Rubrics to Assess and Shape Practice — Coalescing Around Evidence-Based Practices (EBP) The IRIS Center – Evidence-Based PracticesSlide Share helps you to learn about any topic quickly from individuals who freely share their content and presentations.Users can quickly scan an array of sources on a topic.The National Center on Education Evaluation and Regional Assistance produced an informative document that helpsstate and local agencies to communicate clearly to the widest audiences on the most important topics. Writing about Research in Everyday LanguageTips from implementers and stakeholders Use multiple means of engaging stakeholders (e.g., think-pair-share) and representing information (e.g., audionarration, slides, graphics, Venn diagrams, T-charts). Ask stakeholders to identify organizational and/or joint statements that have been developed on this issue. Lookfor commonality in messages. Have a conversation with stakeholders regarding key definitions and terms related to the EBPs to clarify and buildcommon understanding. Access resources from state and/or regional affiliates of national organizations that may provide information onthe relevant EBPs from the stakeholder perspective. Review resources for common language and for inconsistencies in language across stakeholder groups. Make comparisons and connections between the EBP and the areas of influence and specific activities ofstakeholder groups.
Leading by Convening (LbC): Rubrics to Assess and Shape Practice — Coalescing Around Evidence-Based Practices (EBP)BACK TO FULL RUBRICB3 – Resources to move from Collaborating to TransformingYou are on the Collaborating Level. You are working towards the Transforming Level.OPERATIONALDECISIONSLEVEL 1LEVEL 2LEVEL 3LEVEL 4Key actions and behaviorsthat re
Rubrics to Assess and Shape Practice. Coalescing Around Evidence-Based Practices (EBP) Training individuals on an evidence-based practice is not the same as coalescing individuals around that practice. Coalescing demands an exploration of the issue from the perspective of the implementers and stakeholders.
coalescing filters are designed to cause combining of smaller aerosols into larger droplets. The enlarged droplets are now susceptible to the effects of gravity. “Coalescing” is the term given to this combining process. The coalescing process can be visualized as the atmospheric conditions at work in a thunderstorm – many small water vapor
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about evidence-based practice [2] Doing evidence-based practice means doing what the research evidence tells you works. No. Research evidence is just one of four sources of evidence. Evidence-based practice is about practice not research. Evidence doesn't speak for itself or do anything. New exciting single 'breakthrough' studies
Types of Evidence 3 Classification of Evidence *Evidence is something that tends to establish or disprove a fact* Two types: Testimonial evidence is a statement made under oath; also known as direct evidence or prima facie evidence. Physical evidence is any object or material that is relevant in a crime; also known as indirect evidence.
that may better facilitate the adoption of evidence-based policing and evidence-based funding. Synthesizing research evidence for use in practice In 1998, Lawrence Sherman advocated for “evidence-based policing,” arguing that “police practices should be based on scientific evidence a
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any separator. The test was then repeated with four unidentified separators. Although unknown at the lab, Sample A was a centrifugal design from manufacturer #1. Samples B and C were impingement designs from manufacturer #2. Finally, Sample D was a coalescing design from manufacturer #2. The lab reported on pressure drops, percent of oil
broadcasting standards today; questions which the BBC had not investigated systematically for some time. The BBC Trust asked the Executive to consider how the BBC should deal with questions of generally accepted standards in its output and report back to the Trust. In response, the Director-General required senior programme executives across television, radio and editorial policy to explore .
