In this session, we report results from ongoing research related to a web application we designed to support collection of individual student data based on learning standards (AUTHORS, 2022, 2023, 2025). Inspired by four artistic processes outlined in United States National Standards for Music Education (State Education Agency Directors of Arts Education, 2014), instrumental music students (a) learn melodies and bass lines extracted from repertoire (perform); (b) complete one of three composition activities of various difficulty levels (create); (c) reflect on their performance by completing the same rubric their teacher uses to evaluate student performances (respond); and (d) engage with repertoire at a personal level (connect). Our continuing hope is that the web application provides students-and their teachers-opportunity to engage more deeply in both musical creativity and assessment of music learning (e.g., AUTHOR, 2015, 2016; Hickey, 2012; Healy & Ankney, 2020; Parkes & Burrack, 2020). In this way, our work aligns with the conference focus on unity: fostering empathy, understanding, and connection between teachers and students.In our previous work, we documented student achievement at the intermediate and high school levels (AUTHOR, 2022), compared three approaches to creativity (AUTHOR, 2023), and compared achievement across the artistic processes (AUTHOR, 2025). Common in each study was (a) strong reliability of the rating scales used, (b) need for replication with larger sample sizes, and (c) expansion to include units for and use by beginning instrumental music students and their teachers.The purpose of the current study is to analyze beginning band and orchestra students’ music achievement related to performing, creating, responding to, and connecting with music. We have created ten units for beginning band and orchestra students based on repertoire commonly found in beginning instrumental methods books. In Spring 2026, 12 teachers will be asked to invite their students to complete at least three of the ten units for analysis. Research questions guiding the inquiry are: (1) What are relationships among individual students’ music achievement represented through four artistic processes? (2) What differences exist in these relationships based on teacher, instrument, grade level, and repertoire performed? (3) How do results compare to previous findings? and (4) How do teachers describe their experiences implementing standards-aligned individual student music learning with this web application? We hope that findings from this study catalyze continued replication, interaction with more teachers and their students, and a more unified approach to assessment in instrumental music education.