Installing 4DX With Your Organization
In today’s band classrooms, technology is no longer optional—it is essential for providing students with meaningful and immediate feedback. When rehearsals are guided by real-time assessment tools, students not only improve their skills faster, but also take greater ownership of their musical growth. My intended audience for this plan includes our district technology administrators, the band directors on my campus, and my district fine arts directors, since they are the primary stakeholders in purchasing and implementing the technology for our program. The purpose of this strategy is to secure funding for my innovation plan and ensure that the technology is effectively integrated into our rehearsals and performances. My innovation plan focuses on purchasing a classroom set of iPads, tuner microphones, and the TonalEnergy app for each iPad. These tools will allow us to strengthen formative assessments during rehearsals, which will lead to improved student growth and higher-quality contest performances. This proposal demonstrates how the Four Disciplines of Execution (4DX), applied through the five stages of change and supported by the Influencer Model, provide a framework for leading the successful implementation of this innovation. (McChesney, Covey, & Huling, 2021).
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Stage 1
When everything feels important, everything feels overwhelming and nothing actually gets done. That is why the first step in 4DX is to clarify a single Wildly Important Goal (WIG). For this project, the WIG is: “By the end of the spring semester, ensure that at least 90% of students complete one TonalEnergy pass-off per week, demonstrating ownership of their progress.” This goal is more important than other good ideas because it is both measurable and meaningful. Unlike general rehearsal techniques, weekly TonalEnergy pass-offs provide a concrete form of formative assessment other than just relying on the ears of the band directors. Students receive immediate, visual feedback on their intonation which allows them to make adjustments to their instrument and see their musical progress in real time. Beyond rehearsal, these assessments can even be applied during performances, giving students a sense of ownership and responsibility for the ensemble’s success.
At the end of this stage, the key actions will focus on building clarity and alignment across the team. First, stakeholders will be identified. Stakeholders in this project include the band staff, the fine arts directors, administrators, and student leaders. These stakeholders will directly support the plan by providing support to student users. Next, the vision of how iPads and TonalEnergy can transform rehearsals by shifting feedback from being teacher-driven to student-driven will be communicated. Rehearsal techniques that incorporate iPads and the Tonal Energy app will also be demonstrated to the band staff and fine arts directors. Narrowing the focus to this single WIG (weekly pass-off completion) will ensure that the team avoids being distracted by less critical initiatives. Baseline data on current student engagement using practice and pass-offs will also be established. This will provide a reference point for measuring future growth. Finally, a simple communication tool will be created, such as an email summary, rehearsal flyer, or announcement, to ensure that all stakeholders understand both the goal and why it matters. By clarifying the WIG and uniting the team around one shared priority, Stage one lays the foundation for the next discipline: acting on the lead measures.
Stage 2
Lead Measures
Success is built on the actions we take every day. For this plan, the lead measures that will drive the Wildly Important Goal include the weekly pass-off completion rate, a number of opportunities to complete pass-offs during class and consistent scoreboard updates. These measures are more effective than lag measures such as contest scores because they provide actionable feedback in real time. While contest results reflect performance after the fact, lead measures highlight progress during rehearsal in a low-pressure environment, allowing directors and students to address issues immediately. At the end of this stage, the key actions will ensure that both students and staff are prepared to use the technology effectively and that weekly pass-offs become a consistent part of rehearsal. Students will be trained to use TonalEnergy and iPads confidently so that weekly pass-offs become a natural part of their routine. District administrators will be engaged in funding discussions to secure the resources necessary for implementation, while rehearsal demonstrations will be provided for other band directors to model how this technology can be integrated effectively.
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Lag Measures
There are three lag measures for this WIG. First, by the end of the semester, 90% of students will have completed at least nine TonalEnergy pass-offs, averaging one per week per grading period. This measure monitors sustained engagement across the term and demonstrates how consistent student effort leads to growth. Second, class baseline and end-of-semester TonalEnergy recordings will be compared to evaluate improvements in pitch accuracy across the ensemble. Finally, ensemble growth will also be reflected in higher rubric scores at Pre-UIL and UIL, connecting daily student habits to external performance benchmarks. Together, these lag measures demonstrate both student commitment to weekly practice and the resulting impact on ensemble sound quality and contest performance.
Stage 3
Students perform differently when they know the score. A clear, visible scoreboard helps students see their progress, take ownership of their learning, and stay motivated to reach their goals. The scoreboards for this plan will operate at both the class and individual level. Ensemble progress will be displayed on pass-off charts posted in the classroom, allowing students to see how their section and the group as a whole are performing. At the same time, each student will maintain a personal pass-off chart in their music folder to track their individual progress. This dual system ensures that accountability exists both collectively and personally. The scoreboards will be updated daily, providing immediate feedback and reinforcing the importance of consistent effort. At the end of this stage, the key actions will focus on keeping progress visible and engaging. Families will receive regular progress updates to increase home support, and rehearsal time will include frequent opportunities for pass-offs so that every student can contribute to the scoreboard. By making achievement simple to track and impossible to ignore, the scoreboard transforms pass-offs from a task into a shared game that fuels momentum and prepares the way for the accountability rhythm in Stage 4.
Sample Class Pass-Off Chart
This image was adapted from a pass-off chart created by Kapral (2022) and purchased through Teachers Pay Teachers.
Stage 4
Consistency beats intensity. A steady rhythm of accountability ensures that the Wildly Important Goal stays in focus for both staff and students. Accountability for pass-offs will take place on multiple levels. Weekly band staff check-ins during PLCs will provide directors with time to review progress, troubleshoot technology issues, and identify students who may need additional support. Pass-off checkpoints will also be built into the gradebook every three weeks, giving students a formal measure of their progress toward the semester goal. In addition, families will receive regular progress reports so that caretakers can track how many pass-offs have been completed and encourage students at home. During staff meetings, directors will not only review data, but also discuss students who are struggling to meet the goal and develop rehearsal pull-out schedules to give those students targeted attention. At the end of this stage, the key actions will center on establishing consistency with iPads and the TonalEnergy app in rehearsals. Providing frequent pass-off opportunities will reinforce the importance of effort and create a culture of accountability across the ensemble. By embedding accountability into staff collaboration, student assessment, and family communication, the plan ensures that the WIG remains visible and achievable, preparing the ground for long-term sustainability in Stage 5.
Stage 5
Real change does not happen in a single semester; it happens when new habits become part of the culture. To handle resistance and sustain momentum, directors will model the use of TonalEnergy by demonstrating rehearsal techniques while playing their own instruments. Modeling expectations relieves student anxiety, clarifies goals, and shows that everyone is working toward improvement together. In addition, students who remain on track with their weekly pass-offs will be celebrated, while those who struggle will be encouraged through a growth mindset approach that emphasizes effort, persistence, and progress rather than perfection. Success will be reinforced by consistently providing opportunities to use TonalEnergy in rehearsals so that the app becomes a natural part of the learning process. Directors will also integrate TonalEnergy data into their rehearsal planning, using the results to guide instructional decisions. Goals will be adjusted as needed to reflect student growth and ensemble needs, ensuring that the system continues to challenge and support students over time. At the end of this stage, the key actions will focus on cementing 4DX practices and maintaining long-term sustainability of these rehearsal processes. By embedding TonalEnergy and 4DX into the daily culture of the band program, the initiative moves beyond a short-term project and becomes a lasting framework for student success.
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Influencer Model Connection
While 4DX provides the structure for executing change, the Influencer Model ensures that students and staff have both the motivation and the ability to follow through. (Grenny, Patterson, Maxfield, McMillan, & Switzler, 2013). Together, these frameworks create the conditions for lasting transformation. The six sources of influence align naturally with this plan. Personal motivation is strengthened as students connect TonalEnergy feedback with pride and confidence during rehearsals and performances. Personal ability is developed when directors scaffold the use of technology in rehearsals and provide one-on-one support for students who struggle with the app. On a social level, social motivation increases as directors celebrate students who demonstrate growth on TonalEnergy, creating a culture of recognition. Social ability is built when directors encourage collaboration, allowing students to compare data and support each other’s progress. Finally, structural factors reinforce the plan. Structural motivation is supported by visible progress trackers that highlight growth for both individuals and the ensemble. Structural ability comes from embedding TonalEnergy directly into rehearsal routines, making the app a standard tool rather than an occasional add-on. By combining the precision of 4DX with the six sources of influence from the Influencer Model, the plan addresses both the systems and the human factors necessary for change. This dual approach not only overcomes resistance but also increases adoption and ensures long-term impact on student learning and ensemble performance.
Adapted from Grenny et al. (2013)
In summary, the Wildly Important Goal for this project is clear: “By the end of the spring semester, ensure that at least 90% of students complete one TonalEnergy pass-off per week, demonstrating ownership of their progress.” Achieving this goal will create a measurable and meaningful form of formative assessment, giving students the ability to see and celebrate their own growth throughout the semester.
By applying the Four Disciplines of Execution through the five stages of change and reinforcing them with the Influencer Model, this plan provides both the structure and the human motivation necessary to succeed. Together, these frameworks increase adoption, reduce resistance, and ensure that the innovation becomes a lasting part of our rehearsal culture.
To bring this vision to life, I am asking my audience to support the funding and implementation of a classroom set of iPads, tuner microphones, and the TonalEnergy app. With these tools in place, directors can embed daily assessment into rehearsals, creating a more efficient learning environment for every student.
Ultimately, this strategy will strengthen formative assessment, foster student ownership of learning, and contribute to improved ensemble performance, aligning directly with the criteria measured by the UIL Band Concert Evaluation Rubric (University Interscholastic League, 2024). More importantly, it will establish a sustainable culture of growth and accountability that benefits both students and the band program for years to come.
UIL Rubric
Source: University Interscholastic League (2024).
References
Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013). Influencer: The new science of leading change (2nd ed.). McGraw-Hill.
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Kapral, C. (2022). Karate belt pass-off tracking chart [PowerPoint slides]. Teachers Pay Teachers. https://www.teacherspayteachers.com/Product/Karate-Belt-Pass-Off-Tracking-Chart-8155339
McChesney, C., Covey, S., & Huling, J. (2021). The 4 disciplines of execution: Achieving your wildly important goals (Rev. and updated ed.). Simon & Schuster.
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University Interscholastic League. (2024, August 9). Band concert evaluation rubric. University Interscholastic League. https://www.uiltexas.org/files/music/Band_Concert_Evaluation_Rubric.pdf