By Christie Pearce and Sarah Nitsos

How can educators leverage state-provided resources to strengthen instruction, build assessment confidence, and ultimately support student mastery—without adding more to their plates? Our goal through our 2025 CASE Conference workshop, “If You Give a Hawk a Mouse, You’ll Need a Lesson Plan and Assessment Tools to Go With It,”  was to show that high-quality, NGSS-aligned instruction and meaningful assessment are not separate processes but deeply interconnected. Using a middle school Tools for Teachers science lesson as the anchor, we walked participants through a practical, replicable approach for aligning teaching practices within California's assessment system.

We began the workshop by diving into a phenomenon-driven lesson from the Tools for Teachers platform— with clear learning goals, success criteria, and built-in formative assessment opportunities. Participants explored how each element of the lesson directly supports the Next Generation Science Standards and reflects the rigorous expectations students encounter on state assessments. By examining evidence statements and embedded accessibility resources, we made visible how intentional planning can meet the needs of a wide range of learners while keeping instruction engaging and student-centered.

From there, we made explicit connections to the CAASPP Practice and Training Tests, highlighting how selected items examine the content, skills, and cognitive demands emphasized in the Tools for Teachers lesson. We shared how educators can use the CAST Interim resources in both standardized and non-standardized ways.  One such way was through the use of Sample CAST constructed-response items and using rubrics to analyze student answers. This activity helped build confidence in scoring, deepen understanding of performance expectations, and reinforce how classroom instruction naturally prepares students for the types of thinking required on the CAST.

One of the most powerful takeaways participants noted was how accessible these tools are—and how little additional work is required to make strong connections between instruction and assessment. Everything we explored, from lesson plans to rubrics to sample items, is fully aligned to the Next Generation Science Standards and already curated for classroom use. Rather than creating new materials from scratch, educators can use these state-provided resources to streamline planning, reinforce rigor, and help students become familiar with the look and feel of California’s assessments long before test day. Many participants shared that seeing the “instruction-to-assessment bridge” made them rethink how to use state resources in a more intentional and integrated way.

To support educators who want additional flexibility or deeper differentiation, we concluded by demonstrating how AI tools can be used to extend or adapt state-provided materials. Whether generating alternative prompts, creating scaffolded discussion questions, or designing extension activities, these tools can help personalize instruction while maintaining alignment with NGSS-aligned tasks. Participants appreciated that AI wasn’t presented as a replacement for strong instructional planning—but as a companion that can elevate and streamline what teachers already do well.

Educators are encouraged to explore Tools for Teachers, CAST Practice and Training Tests, and the CAST Interim Assessments  to deepen instructional alignment, strengthen assessment literacy, and expand opportunities for student success.

Social Media post from the California Department of Education- Instagram @cadepted.  Included with permission.

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