This research report describes a Learning Trajectory-based Curricular Design project that engaged teachers and coaches in the design and implementation process. As the project team, we focused on deepening teacher designers' understanding of the learning trajectory (LT) while situating student learning along a continuum to advance student thinking. Analysis of the design and implementation cycle demonstrated that teacher designers used their professional judgment and knowledge of LTs to assess the quality and appropriateness of curricular resources as they made instructional decisions to meet the needs of diverse learners. School-based coaches used these teaching resources as a type of professional development for identifying student strengths and "packaged" the resources for teachers who were overwhelmed from teaching during the pandemic. We discuss the importance of applying LT research for asset-based instruction. [For the complete proceedings, see ED630210.]