Are Your Candidates Really Planning for All Learners? Why Rubric A-2 Is the Litmus Test

Rubric A-2: Meeting the Needs of All Student Populations of the EPiC Key Assessment is a critical area where teacher candidates demonstrate how they plan and deliver instruction that supports the success of every learner. This rubric asks candidates to go beyond general planning and show how they intentionally address the varied needs, backgrounds, and strengths of the students in their classroom.

To help your candidates prepare, we’ve created a short video highlighting important considerations and strategies for Rubric A-2.

📽️ Watch: Tips for Rubric A-2 – Meeting the Needs of All Student Populations 

Key Takeaways from the Video:

✅ Lesson Plans with Targeted Supports 

Candidates should include specific supports and accommodations for students with varied academic readiness levels—such as struggling learners, high achievers, and students performing at grade level—as well as students with formal plans (ELL, IEP, 504, gifted). These supports must be tied to the learning targets and content, not generic modifications. Bonus tip: Make sure they also reference students' prior knowledge as a foundation for scaffolding.

✅ Use What You Know About Students 

Strong planning begins with knowing your learners. Candidates should demonstrate how they’ve used information about students’ abilities, needs, backgrounds, and experiences to plan instruction. This may include reviewing existing data or using student surveys to gather insight directly. This knowledge should inform differentiated strategies and student-centered instruction..

✅ Select Inclusive Instructional Materials 

Materials should be accessible, engaging, and reflective of the classroom’s diversity. Candidates should intentionally select texts, resources, and visuals that support varied learning needs and represent a range of cultural perspectives and lived experiences.

✅ Plan Assessments for All Learners 

Assessment plans should go beyond one-size-fits-all. Candidates are encouraged to use both formative and summative assessments that give all students a chance to show what they know, regardless of their starting point. Consider alternative formats, scaffolding, or extensions as needed.

✅ Critical Analysis Matters 

Encourage candidates to use the Critical Analysis responses to explain why their instructional decisions matter. They should describe how their supports are tailored to student needs, how they’ve used prior knowledge to drive planning, and how they’ve woven culturally responsive practices into instruction. The goal: Show awareness of the many factors that impact student learning.

When candidates plan with purpose and reflect on their decisions in their submissions, they show that responsive teaching is more than a strategy—it’s a mindset woven into daily instruction.

Up next in the series: Rubric A-3 – Engaging Students in Learning.