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Edivation: step-by-step support for Common Core success

Successfully implementing Common Core or state standards can be done more easily and more quickly than you might think

Thousands of educators across the US have used the tools and resources in Edivation, the new PD 360, to masterfully implement their state standards and raise test scores in the process. Now, your educators can use these same tools to replicate that success.

The content in Edivation provides detailed, comprehensive examples of how the leading districts, schools, and classrooms have successfully implemented their state standards.

Why Choose Edivation’s Common Core Resources?

400+ Videos

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200+ Lesson Plans

Download step-by-step Common Core-aligned lesson guides

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Everything you need for state-standard success is in Edivation

Edivation contains the largest library of Common Core and state standard training videos available, with hundreds of videos:

Footage of hand-selected master teachers demonstrating Common Core- and state standard-aligned lessons in their own classrooms that will walk your teachers through every standard in every grade and subject area
Standards-specific, downloadable lesson plans

Crosswalking tools

With Edivation, you get the crosswalking resources you need to successfully take the first steps in implementing the Common Core in a district or school:

Detailed guidelines for creating a powerful, persuasive Common Core message that ensures the buy-in of educators and the community at large—created by experts in the Kentucky Department of Education, the first state to implement the Common Core
Videos mapping out the strategies that successful states are using to turn high-level Common Core initiatives into plans that districts and schools can use to implement the Standards in hundreds and thousands of classrooms
Heidi Hayes Jacobs’ Mapping to the Core LumiBook that helps leaders crosswalk school curriculum to the Common Core by showing them how to coordinate curriculum across grades and subject areas, all aligned to the Standards

A roadmap to the Standards

The Learning Progressions tool in Edivation gives users a quick, easy way to locate individual standards and see how they progress.

Search individual Common Core standards by grade and subject
Get a simple, scannable view of how a single standard progresses from kindergarten all the way through grade 12
Search an individual standard and get instant access to all of the resources available to help implement that standard

“Common Core 360 is a remarkable tool! Making it accessible to our teachers has made it much easier for them to understand and implement the new standards”

— Lynette Eichers, Professional Development/Title I Specialist Woodrow Wilson Elementary School, Granite School District, Utah


Check out our Common Core blog

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  • Teaching to Tomorrow

    teaching to tomorrow
    teaching to tomorrowGuest Post by Deia Sanders, Master Teacher and Instructional CoachWith all of the changes occurring in education, we’ve had some push-back from community members who feel as if we should teach our students the way we did when they were in school, and even educators who feel like the change is unnecessary, or too much. I can’t say that I agree with all of the changes we are seeing in education, but I can say that we needed new standards and new methods of teaching. It’s not easy, but it’s necessary.The last time the educational system experienced the upheaval we are feeling now was when we entered the industrial age. This was when we went from one room school houses to schools that were structured more like an assembly line. We still move students through a school building in groups, grade by grade, in a systematic way, just as if we are moving them through an assembly line. This system has worked for a long time, but as the world has changed, experienced a technological revolution, and entered the digital age, the time has come to change again. The truth is that the world is not going backwards, so as an educational system we can’t go backwards by doing things like we’ve always done them, or else we would fail to produce children who can contribute and function in this fast changing world.Here’s research on the world we are preparing our students for. Two-thirds of the careers we are preparing students for don’t currently exist right now. Anything that can be automated will be automated. This has impacted careers at every level. Robots have taken assembly line careers, impacting blue collar workers. Turbo Tax has impacted white collar accounting jobs. Secure middle class jobs such as bank tellers are disappearing thanks to online banking, mobile banking, and ATM’s. Secure jobs where specialists were needed to mold and craft products have been replaced by 3-D printers. Careers with isolated skills are fading away every day.Just getting a job is very different than it used to be. This week I heard a colleague talk about her son’s interview for an accounting position within a company. It was a group interview where he was placed in a room with four other people interviewing for the same position. They were given a business idea then the group had to collaborate and plan a business model together. Afterwards each interviewee went in a room and individually pitched a business model to the interviewers and answered questions.I also heard another colleague discuss her son’s recent web developer interview. He was given a computer generated problem. For his interview he had to figure out how to solve the problem, and then walk a team of people through the process. People no longer want to see your resume or hear you recite rehearsed responses. They want to see how you solve problems and how innovative you can be.A researcher named Tony Wagner recently published his findings regarding the most sought after and needed 21st century skills. The following are the results of his research.
    • Critical thinking, creative thinking, problem solving
    • Collaboration across networks
    • Agility and adaptability
    • Initiative and entrepreneurialism
    • Effective written and oral communication
    • Accessing and analyzing information
    • Curiosity and imagination
    See, if we want our students to be taught the way we were taught, they will memorize facts, work in isolation, learn one skill without having to make connections, learn one way to solve, learn the Dewey decimal system, use encyclopedias, memorize, and look to the teacher for answers to all of their questions. None of those even made the list.Today’s students can access any information they want to know. It’s the role of the teacher to teach skills, and those include helping them know where to get information, discern good information from false, communicate the information they collect, look at items from multiple perspectives, explore different ways of solving, analyze methods, question knowledge, and explore by developing their own methods and knowledge. Educators are responsible for making sure the students have specific skills at specific grade levels similar to skills we learned, but that information has to be presented and assessed through methods that will develop these 21st century skills.As educators our role is to do what is best for our student’s future. Despite politics, despite our own weaknesses, despite it being different from what most of us were taught. We are accountable for being pioneers and innovators in a world we are learning ourselves. We are responsible for incorporating technology that most of our students are better at operating than us. When research shows that classes who use Twitter score higher on assessments, 81% of students use devices to do research, 70% prefer taking notes on a device, 65% use a device in presentations, nearly ¾ of students prefer e-books to textbooks, and 90% of student say tablets or e-books are more efficient, we can’t ignore the changing needs of our students. We can’t teach the way we were taught and reach today’s students or prepare them for tomorrow.If a teacher is teaching the same way you and I were taught, research shows that’s not a very effective teacher. If your child isn’t being challenged and stretched to think in different ways and discern information, they aren’t being prepared for the world they will graduate in to. For some reason we’ve developed this feeling that if we remove our children from the fast-changing educational system we are saving then from the fast-changing world. Or, if we can stop education from changing, we can save our kids. But the truth is that by removing them from these opportunities we are preparing them for our world, not theirs. The fastest growing economies are Brazil, Russia, India, and China, not the United States. By 2030, China will have 200 million college graduates—more than the entire U.S. workforce. By 2017 India will graduate 20 million people from high school—or five times as many as in the United States. Also, by 2035 research predicts that computer processors will think better than us. We have a lot more to prepare students for than what you and I needed to learn when we were in school. And it’s not going to come from answering questions at the end of a chapter.Here’s what research says about educators. They are the most honest, decent, and moral group of people. We don’t think of education as what we do, it’s who we are. Without ego, educators believe we can make the world a better place and change lives. What motivates educators is social justice, or the belief that education is a child’s ticket to success. On the flip side teachers are some of the most resistant to change. So here we are, five days a week, going against our urge to do what we’ve always done, because we want to change the world, and we plan on doing that by pouring ourselves in to educating your child to reach their full potential and be successful in a fast changing world at careers that most likely don’t exist. We understand change is difficult; it’s not easy for us either. But we love your children, and despite our legislature who doesn’t understand adolescent behavior and education, making decisions about education, despite rumors, and sometimes despite what you understand, we are experts in our field, we see your child’s academic learning as a process, we understand the progression before and beyond the year we teach, we see how the future is changing, and we see where your child needs to go. It’s not just our job, it’s our calling to push and prepare your child not only for their academic future, but to be prepared and compete in the 21st century.So to those who say we should teach the way you and I were taught, I say no. No, because I change the world by empowering students every day, and it’s unfair for a child to feel unprepared for the world because you and I didn’t feel like putting in the work to change. No, because when I look at those children I see their futures, and I’ve got to prepare them.
  • ELA Student Project: Taking Action for Human Rights (CC Aligned)

    tenth-grade common core-aligned lesson plan
    tenth-grade common core-aligned lesson planThis tenth-grade Common Core-aligned ELA lesson plan was prepared by Elizabeth Gartley and is hosted on the American Association of School Librarians (AASL) website.Whether you’ve brought it up in class or not, there’s a good chance that the Michael Brown slaying is being discussed among your students. In the wake of everything going on in Ferguson, I thought I’d post this tenth-grade Common Core-aligned ELA lesson plan (also suitable for grades 11 and 12) called “Taking Action for Human Rights”—a lesson that could easily begin with a discussion about events in Missouri.With such delicate subject matter, of course, you’ll have to decide whether it’s safe to discuss Ferguson at all, let alone allow students to use it for this assignment. I think that given the right circumstances it could be a good fit, if not, at very least, a contextual starting point for introducing the project.This is part one of a four-part project. Stay tuned over the next few days as I post subsequent additions to this tenth-grade Common Core-aligned ELA lesson plan.Common Core standards covered in this lesson plan:CC.11-12.W.7, CC.9-10.W.8, CC.11-12.W.8, CC.9-10.R.L.1, CC.9-10.R.L.2, CC.9-10.L.4.c, CC.11-12.L.4.d, CC.11-12.L.1.b, CC.11-12.L.3, CC.11-12.L.4.c, CC9-10RS/TS1, CC11-12RS/TS1, CC.9-10.SL.2, CC.9-10.SL.3, CC.11-12.R.I.7, CC9-10WH/SS/S/TS1a, CC9-10WH/SS/S/TS2a, CC.9-10.W.5, CC11-12WH/SS/S/TS1a, CC11-12WH/SS/S/TS2a, CC.11-12.W.2, CC.11-12.R.I.3OverviewStudents are to research and craft action plans identifying concerns over a select, contemporary human rights violation. Students will establish why the case is significant and defend their position with evidence, e.g.: specifying the rights being violated, citing relevant human rights organizations, documents, etc. The project will include a conclusion statement, a case study, and a creative element, all to be shared with peers.Common Core Lesson Plans - Downloadable and Ready-to-UseTenth-grade Common Core-aligned ELA lesson plan assignment details:1. Which articles of the Universal Declaration of Human Rights have been broken?2. Describe the human rights case.3. Include a bibliography.4. What work has already been done on this case? Which organizations have participated in that work?5. How would you solve the problems in this case?6. Completed project should contain:
    • A petition or letter
    • A summary of the human rights case
    • A presentation (feel free to get creative)
    To see the entire lesson, click here.
    • Tenth-Grade Common Core-Aligned ELA Lesson
  • Common Core-Aligned Professional Development for Teachers

    common-core-aligned-professional-development-for-teachersCommon Core-Aligned Professional Development for Teachers. With the advent of the Common Core, unfamiliar content has been placed in front of every teacher who feels unprepared to take on such a task. So, how do we cultivate classrooms that are ready for the new transition? Through Common Core-aligned professional development for teachers. While professional development for teachers has been proven to significantly increase student achievement, it will also give teachers the confidence to move forward in alignment with the Common Core.Just recently, the Center for American Progress released “Roadmap for a Successful Transition to the Common Core in States and Districts” in which they identify the influence professional development for teachers has on the transition to the new standards. Among the nine steps provided as advice for better implementation, professional development is prominent in two of the steps:
    • Invest in training and ongoing professional development for teachers
    • Provide teachers with more time for ongoing professional development, as well as to plan and collaborate together
    The Center for American Progress recognizes that “teaching to the Common Core and preparing students to reach more rigorous standards than ever before requires teachers to change their practice and pedagogy. It is unreasonable, however, to expect teachers to accomplish this on their own. For a smooth transition, states should make considerable investments in ongoing, high-quality, job-embedded professional development that is content specific and teaches the standards, related curricula, assessments, best practices, and strategies.”Common Core Lesson Plans - Downloadable and Ready-to-UseAdd all of this to research conducted by the American Institute for Research, and the case for PD as the primary solution for Common Core alignment is strong. The research found that when professional development for teachers is “designed appropriately,” it can “improve student achievement.” And the numbers are astounding. The Institute found that an average of 49 hours of professional development increased student achievement by a full 21 percentile points.Check out School Improvement Network’s Common Core-aligned professional development for teachers, and join over a million educators in a collaborative online community.
  • Common Core Elementary Writing Rubrics

    Elementary Writing Rubric Common Core
    Elementary Writing Rubric Common CoreCommon Core Elementary Writing Rubrics Many worry that the skills outlined in the Common Core writing standards are too difficult for young children, but with support and Common Core elementary writing rubrics, educators are finding success at helping kids understand and thrive within Common Core writing.For example, let’s take a three-year period—4th grade to 6th grade. fourth, fifth, and sixth grade elementary writing rubrics.At first glance, the standard may seem like a little much to expect of 6th graders—demonstrate an understanding of topic/text, use linking words and phrases appropriately, connect reasons to opinions, provide a clear explanation/analysis of how evidence supports opinion, and use academic and domain-specific vocabulary appropriate for the audience. Without support and resources this could be too much to expect for kids to achieve in order to be considered “at grade level.”Common Core Lesson Plans - Downloadable and Ready-to-UseBut, when the sequence of Common Core elementary writing rubrics from just 4th through 6th grade is looked at as a whole, it can be seen that students are being prepared to for the information they will learn in the next grade. We can see that in 4th and 5th grade, students will be trained to form and articulate opinions. By the 6th grade, they grow to not only form basic opinions, but opinions that can be expressed in written arguments. In 4th and 5th grade, students will be trained to use linking words to connect their opinions. By the 6th grade, students are expected to use that training to connect their reasons to their newly formed arguments.Each year, students are going to be given a new focus on content and vocabulary that is going to shape and guide them towards the next year of learning.This is why the transition will be difficult to begin, but once the wheels begin rolling, we might be surprised at what our students can handle.Common Core Elementary Writing RubricsView all the Common Core aligned writing rubrics provided by Hayward Unified School District in California.

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