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Quilt
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Who it’s for

One system. Everyone sees exactly what their job allows.

The same product for your superintendent and your seventh-grade math teacher. What changes is what each one is allowed to see.

Book a walkthrough See the agentic workflows

Superintendent

You have eleven minutes before cabinet. Ask the question.

The job isn’t short on information. It’s short on the ten minutes between a question and an answer you can defend.

  • “How are we doing?”, and then “why?”, and then “where?”, in the same conversation, without a data request.
  • Progress against every LCAP goal, with the actual midyear number next to the target you published.
  • A board item drafted from the analysis, with the math and the sources attached, ready for your chief of staff to edit.
  • An honest answer when the evidence is thin, instead of a confident paragraph.

Bring one question you can’t get answered

Tuesday, 7:40 AMDRSuperintendent

“Board wants to know why Grade 6 math slipped. Give me the honest version.”

Calculation

Grade 6 declined 5.2 points at three of five middle schools. The other two grew.

Reading of the data

The three declining sites had 4 of 11 math sections covered by long-term substitutes for 30+ days, and Grade 6 chronic absence 9.1 points above district.

Unknown

Whether curriculum implementation differed. Walkthrough data isn’t connected yet. I can’t tell you, so I won’t.

Next: draft the board item · build the site comparison · show me the sections

Peer comparison

“Which of our elementary sites are outperforming demographically similar schools?”

SchoolGrowthvs. peers
Willow Creek ES+8.4+5.1 above
Rio Vista ES+6.9+3.8 above
Alder Park ES+1.2at peer
Sunridge ES−2.63.9 below
Worth a visit: Willow Creek and Rio Vista both moved to a common intervention block in August. Alder Park has the same demographics and didn’t.

Assistant Superintendent, Educational Services

Find the practice that’s working before the year is over.

Somewhere in your district, a site is doing something that works. The trouble is finding it while it can still be spread.

  • Compare sites against demographically similar peers inside your own district, not against a state average.
  • Trace a Dashboard color change to the status and change measures that produced it.
  • Test an equity question directly, who is ready for a course and not placed in it, and where the gap concentrates.
  • Pull the evidence and the policy for your next principals’ meeting in one pass.

Principals & site leaders

Know who needs you. Start with a plan.

Walk into your student-support meeting with the week’s changes already pulled together. Quilt connects attendance, grades and intervention records to show who needs attention, why they’re on the list and what your team can do next.

  • See new attendance and course-performance concerns using your district’s criteria.
  • Bring prior support and outreach into the conversation before deciding what to do.
  • Spot gaps between planned interventions and recorded sessions.
  • Start family follow-up with a draft your team can check, personalize and send.
Monday, 7:15 AM · Lincoln Middle

“Who needs our attention this week, and what’s the next step?”

Attendance follow-up11 of 51 days absent

Devon M. meets the school’s attendance follow-up criteria.

Next step: Check prior outreach, then prepare a family check-in.

Academic check-inAlgebra 1 · Science

Amara T. now has a D or F recorded in two courses.

Next step: Bring recent grades and support history to the team’s check-in.

Verify intervention delivery3 of 8 sessions recorded

Lucía R.’s reading-intervention log has five sessions unaccounted for.

Next step: Confirm whether sessions were missed or haven’t been logged.

Ready for the team

A focused meeting agenda, supporting records and outreach starting points. Your staff verify the details and decide what happens next.

Illustrative example. Fictional students and sample data.

Counselors & student services

Caseload-scoped views, MTSS documentation surfaced in seconds instead of hunted for, and intervention history that follows a student across sites. For special education, Quilt checks an IEP draft against the required elements and the 60-day clock before the meeting. High-stakes determinations (eligibility, placement, services) stay with the team.

Teachers

Standard-level mastery for their sections, the district’s approved instructional resources for the gap, and a starting point for next week’s reteach. Instructional data only. A teacher never sees a student’s record outside the relationship that justifies it.

Technology

One place to connect instead of a growing pile of point tools, an access log your team actually controls, SSO and SCIM from day one, and a vendor that expects your security review rather than flinching at it.

Business services & human resources

Connect the budget conversation to the instructional one.

Enrollment, ADA and staffing get discussed in a different meeting than student outcomes. They are the same story, and you can finally see both halves at once.

  • Enrollment and ADA trend by site and grade span, with the funding consequence attached.
  • Where vacancies and long-term substitute coverage concentrate, and what happened to outcomes in those sections.
  • Unduplicated pupil count movement and what it means for supplemental and concentration funding.
  • Position control questions answered without three exports and a reconciliation.
A boundary worth naming, employee performance is on the restricted list. Quilt will answer operational and staffing questions. It won’t evaluate a person or produce a personnel recommendation.
Staffing and outcomes, one question

“Where is our substitute coverage costing us instruction?”

SiteOn a long-term subMath growth there
Kern MS4 of 11 sections−5.2
Oak Ridge MS3 of 9 sections−4.4
Summit MS0 of 10 sections+2.3
Reading of the data

Coverage and growth move together here. That’s a pattern worth investigating, not a cause, and Quilt says so rather than implying more.

The coverage column comes from position control. The growth column comes from your assessment vendor. Joining them by hand is an afternoon of exports, so it happens once a year instead of every month.

Special education

Walk into the meeting with the draft already checked.

A case manager carrying forty students holds every element and every timeline in their head, while teaching. The paperwork isn’t the job, but it is what you get audited on.

  • Every required element checked against Ed Code before the meeting, with the section cited.
  • Present levels assembled from the assessment records your district already has.
  • Goals without a baseline flagged while there’s still time to fix them.
  • The 60-day clock tracked from the record, not a spreadsheet somebody maintains.
Eligibility, services and placement are never Quilt’s call. It checks the document and surfaces the evidence. The IEP team decides and signs.

Watch Quilt assemble a draft packet

IEP draft · annual review · 14 days out

“Check this draft before Thursday.”

Not measurable§56345(a)(2)

Goal 2 has no baseline, so there’s nothing to measure a year of progress against.

Not permitted§56345(a)(7)

Speech minutes are written as “as needed.” Frequency, duration and location have to be stated.

Required, blankturns 16 on Mar 4

Transition has to be in the IEP that’s in effect when the student turns sixteen.

A forms check confirms the box was filled. Quilt reads what’s in the box, and cites the section it’s reading against.

The team writes the goals, sets the services and signs, every time.

Working demo

Assemble a draft packet, right now.

This runs in your browser on a fictional student. Press the button and read the draft, including the three places Quilt refuses to write.

Ortega_M_IEP_draft.pdfNot started

Annual review · due Thursday

M. Ortega · Grade 10 · Valle Verde High

Signed assessment plan received February 14. Ed Code §56344 requires the meeting within 60 days. Thursday is day 51. The prior IEP, two assessments and a year of progress data are already in reach.

Fictional student. Nothing is stored, sent or filed.

Illustrative. M. Ortega is fictional and the data is sample data. The structure, the citations and the three refusals are exactly what Quilt produces.

Reclassification · window closes Mar 14

“Who is one box away from reclassifying?”

Your four criteria, run

41 students meet all four and are ready today. 12 meet exactly three.

Three of fourmissing: teacher evaluation

Tuan N. has the ELPAC score, the grades and the parent consultation. The form was never submitted.

Three of fourmissing: parent consultation

Ana L. is waiting on a meeting nobody has scheduled.

Three of fourbasic skills · 2 points short

Sofía M. is genuinely short of your local cut score.

Two of those three are missing a form, not a skill. Without the join, all twelve look the same from a spreadsheet, and they wait another year.

Multilingual services

Find the students one form away from reclassifying.

The data to run it correctly already sits in three systems. What’s missing is the hour nobody has to join them before the deadline.

  • Your board’s four criteria run against every student, every window.
  • Near-misses surfaced rather than hidden, so you know who is one box away.
  • Long-term English learners named by year designated, with their course access alongside.
  • Family letters drafted in the language on file, for a person to read and send.

Agentic workflows

Work that runs itself, and stops for a person.

As your district turns capabilities on, Quilt can run recurring work. Every one of these ends at a person, by design.

Wren

Attendance

You reach the family before the student is chronic, not after.

  1. Pull attendance dailyAcross all sites, normalized.
  2. Detect riskStudents approaching your chronic threshold, not just past it.
  3. Apply your policyThe intervention your handbook actually calls for at that tier.
  4. Draft outreachIn the family’s language, from your approved templates.
  5. Stop for approvalA person reads and sends, every time.
Ada, Wren and Cass

Superintendent brief

You hear about the number that moved before someone asks you about it.

  1. Monitor your KPIsThe metrics your cabinet agreed on, computed your way.
  2. Detect anomaliesMovement that’s unusual for this site, this cohort, this time of year.
  3. InvestigatePull the related data and check the relevant policy.
  4. Brief youShort, cited, with what it doesn’t know stated plainly.
Ada

Curriculum & instruction

The exact standard a class missed, and an approved lesson for it.

  1. Analyze standard masteryBy section, by domain, by cohort.
  2. Identify the gapWhere a class is behind and what specifically is missing.
  3. Search your curriculumOnly district-approved resources, cited to page.
  4. RecommendTo a teacher, who decides what to teach.
Beck, Ada and Sol

IEP drafting & compliance

The gaps found while there is still time to fix them, each with its citation.

  1. Read the draft in SEISPresent levels, goals, services, transition.
  2. Check the required elementsAgainst Education Code, your SELPA handbook and the timeline clock.
  3. Pull the baselinesFrom the assessment records, so goals have something measurable to start from.
  4. Flag what’s missingWith the citation, not just a warning.
  5. StopThe team writes the goals, sets the services and signs, every time.
Ada and Beck

LCAP monitoring

Your midyear number next to the target you published, in January rather than at the annual update.

  1. Read the goals you adoptedEvery metric and target in the plan your board approved.
  2. Compute the actualFrom the same records the state will see, using your definitions.
  3. Flag the gap earlyTargets you are on track to miss, while the year can still change.
  4. Draft the updateWith the number, the source and the actions already tied to each goal.
  5. Hand it to your teamWho edits it and takes it to the board.
Beck and Sol

Board preparation

You walk in knowing what a trustee will ask, and the answer.

  1. Assemble the evidenceDistrict metrics, board policy, prior packets, state data, public research.
  2. Anticipate the questionsWhat a trustee is likely to ask, with the answer and its source.
  3. Draft the itemWith the math, the sources and the limits attached.
  4. Hand it to your teamWho edits, approves and presents it.

Beyond the chat box

Something you can put in front of a board.

A superintendent asking for district math performance doesn’t want six paragraphs. They want something they can put in front of a board.

You get finished work alongside the conversation, a performance review with charts, a site-by-site breakdown, a draft improvement plan, a set of slides. Each one arrives with its method and sources attached, ready for your team to edit.

Artifact · 2026 Mathematics Performance Review
  • Executive summary, written for a board audience
  • School-level analysis with peer comparison
  • Subgroup trends, with small-n suppression applied
  • Likely drivers, labeled as a reading, not a fact
  • Recommended actions tied to your LCAP goals
  • Methodology and every source, appended

“Turn that into six slides.” · “Draft each principal their own section.” · “What would a trustee push back on?”

Every district we talk to teaches us something.

Thirty minutes, and you bring the question. The one your team has been trying to answer since August.

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