Author (2024) developed a framework through which programs could identify student achievement of learning outcomes in the areas of musical skills and knowledge, pedagogical skills and knowledge, and professional dispositions. The framework was developed using principles of Backward Design (Wiggins & McTighe, 2005, 2007), an instructional design paradigm that identifies learning objectives of anticipated instruction and works backward through assessment and instruction toward where students begin their academic journey. As achieving professional music teaching licensure is the primary objective for U.S. music teacher education programs, the authors identified primary points of assessment backward from licensure to admission to a university music program (Author, 2018). The result was a framework for assessing the progress of student readiness for entering the music education profession across multiple points of inquiry that included musical skills and knowledge, pedagogical skills and knowledge, and professional dispositions (Author, 2024) that remained grounded in previous research regarding admission and graduation standards of music education undergraduate candidates (Author, 2018; Author 2020). To determine the efficacy of the protocols, the authors began a multi-year case study (Author, in press). In this current presentation, the authors will present the study’s second-year results, in which four site coordinators (public, private, liberal arts, community college) from university music education programs in the United States implemented the protocols with multiple student cohorts within their institution, ranging from first-year to midpoint to graduation. At the end of the academic year, the site coordinators completed an author-designed annual report to provide feedback on the efficacy of the protocols. Using a consensus moderation model (Sadler, 2013) where criteria emerge during the moderation of programs assessed, one author, serving as a neutral discussion facilitator, and two site coordinators discussed the reports, focusing on similarities and differences.In this presentation, the authors will share the results and discussion of the second year of the multiyear case study examining the implementation of the protocols. Discussion will focus on emerging themes, best practices, and suggestions for additional revisions and future research in response to current findings. The session will close with a discussion of issues within program assessment and how these protocols can continue to provide insight into expanding student learning while tracking student progression from admission to universities to teacher licensure.