My apologies for this delayed response! I do not have to use SMART criteria. And your assessment sounds like an instrument for measuring growth which wasn’t my focus. You could easily shift the assessment to growth in the way you outlined. So yes, growth happens in our state SLOs but I don’t usually focus the assessment there.

Compared to what I have to do for an SLO in Wisconsin, your plan seems much broader than something I would need to do.
I quote: “I create three SLO assessments for one group of students. I use one for playing instruments, an understanding of chord and level drones. The second assessment demonstrates mastery in decoding rhythms to prove an understanding of iconic music literacy. The third is a movement assessment based on successfully performing a folk dance with correct dance figures, vocabulary and appropriate partner manners.I find that once I have put this informal plan together, I am more successful completing the “official” forms.”
We must state our SLO using SMART Criteria:

Is each of these criteria included in your SLO goal statement?
Specific
Measurable
Attainable
Results-based
Time-bound

An example of mine from last school year is:
“75% of Ms. Emmons’ third grade class who scored at 50% or lower on the Quaver pre-assessment test taken in September 2017 will increase their scores by 30% or more on the post-assessment test taken in May of the same school year.”
I don’t see any specific SLO statement like that in your examples. Are the expectations just different in your state? I find it difficult to lock in to showing numerical, percentage-wise growth in our teaching area. Thoughts?

Jim Frisque

Wondering about world music coverage. Just finalizing a book called “Come Calypso.”

Thank you, Rod. I know it can be so overwhelming when you are sorting this all out alone! I’m glad this post was helpful!