# Evan Frisch

Evan Frisch builds and demonstrates proof-of-concept software for K–12 school district workflows, using AI-assisted development to connect data and create tools that fit district needs.

- Profile: https://b2binfluencer.marketing/creators/evan-frisch/
- LinkedIn: https://www.linkedin.com/in/evanfrisch
- LinkedIn followers: 19,901
- Topics: artificial-intelligence
- Based on 11 dated posts, latest 2026-10-08

## Summary

They are most useful for showing district technical staff how K-12 edtech can fit real workflows.

- Best for: A K-12 edtech vendor with a documented API showing how its product fits district processes.
- Not for: A curriculum or classroom-content publisher seeking paid teacher awareness judged on reach.
- Check first: Ask for follower demographics, per-post engagement, and district references before contacting.

### Takeaways

- Hall pass app built in about six hours after SIS feature could not be customized.
- Volunteer-hour tracker uses a bridge table keeping student identifiers on district side.
- Graduation tracker refreshes requirement data without erasing staff notes in Google Sheet.

## Main ideas

- **Build around gaps in existing school systems**: Their examples start with information or processes that exist but are hard to reach in the systems staff use. Rather than treating the student information system as the whole solution, the posts show how a small tool can connect it to other data or fill a missing feature.
- **Treat student privacy as part of the design**: Privacy shapes which information each person can see and who controls the link between records. That lets a district work with outside organizations without giving them student rosters.
- **Automate updates without taking staff out of the loop**: Their examples preserve human notes and leave exceptions for staff to assess. Automation should keep information current, not erase the working record or decide that every mismatch is an error.
- **Make outside data usable with repeatable integration methods**: They present APIs as a practical way to reach data that is available but difficult for district staff to use. The goal is to produce a report and reuse a method for connecting to the next source.
- **Use AI-assisted development to build staff capacity**: The posts frame AI-assisted development as a way for people who know district data and policies to make tools that fit their work. Small, maintainable implementations matter because district technical staff should be able to host and change them as needs shift.

## Work to read

- [The hall pass app: a six-hour answer to an SIS feature that could not be customized](https://www.linkedin.com/posts/evanfrisch_edtech-ai-k12-activity-7459973195568324608-iid3)
- [A bridge table for student volunteer hours that keeps identities on the district side](https://www.linkedin.com/posts/evanfrisch_edtech-ai-k12-activity-7462509885096861696-_lQa)
- [Boundary Finder: answering school assignment for an address the SIS does not know yet](https://www.linkedin.com/posts/evanfrisch_k12-edtech-ai-activity-7465046593583427584-gvZQ)
- [Grad Tracker: refreshing a senior checklist without erasing staff notes](https://www.linkedin.com/posts/evanfrisch_k12-edtech-ai-activity-7467583359939014656-IJT9)
- [District Insight: connecting Census APIs and turning them into a peer-comparison presentation](https://www.linkedin.com/posts/evanfrisch_edtech-ai-k12-activity-7457436468622307328-5JCa)

## Brand relationships

- **Anthropic** (mention)
- **Google** (mention)
- **Microsoft** (mention)

## Partnerships

None of the five posts describes a sponsorship, affiliate arrangement, or paid partnership format, and no official partnership inquiry route appears in the posts. Each follows the same shape: a district workflow problem, a working proof-of-concept Evan Frisch built with Claude Code, and an argument that district staff can build similar tools themselves. There is nothing here to price, slot, or book as an advertising placement. The collaboration signal is thematic rather than commercial. Each post closes on training and capability — 'The right training is what makes the difference' — and addresses district data managers, SIS administrators, and IT staff directly. Posts cover hall passes, graduation requirement tracking, address-to-school boundary lookup, volunteer hour tracking with student privacy constraints, and pulling Census data into peer-district comparisons. Where time to build is given, it ranges from about three hours for a single API client to under eight hours for a full project. A K-12 edtech company planning a campaign aimed at district data managers should read these posts as evidence of applied domain knowledge and a working-demo style, and plan on a custom conversation rather than a listed offer.

## Alternatives

- Josh Chernikoff: Choose Josh Chernikoff when the campaign needs to reach people who sell to districts or build credibility with districts on the buying and renewal side, rather than reach the technical staff who build and run district systems. Chernikoff's posts take the buying cycle itself as their subject. One argues that winning a contract is not enough: a district should be able to move on from a solution that stops delivering value. It frames this as a lesson for education founders. The other shows sponsorship in practice: lead sponsor of the Dragon's Den EdTech Startup Challenge at the Canadian EdTech Leadership Summit, with coaching for applicants before the event, private preparation with six finalists, and a prize of $40,000+ in coaching, tools, visibility, and a full year inside the EdSales Revenue Machine. A vendor seeking founder-to-founder or education-sales credibility, or a packaged sponsorship with coaching attached, gets a closer match here than with Frisch.
- Shannon Terry, Ed.D: Choose Shannon Terry when the campaign focuses on educator evaluation, TIA-aligned models or the defensibility of ratings, and the buyer is district leadership rather than the technical team. Terry approaches the problem from two directions. One post points to the gap between what evaluation systems record and what drives teacher growth. It argues that buying a product does not guarantee transformation unless the vendor helps the district through implementation, with the margin for error in TIA-aligned models described as narrow as 0.2%. The other names the variability directly: two principals, the same lesson, different ratings, because the difference lies in interpretation. Compensation decisions then shift, TIA designations change and trust erodes. The ask is confidence that every rating rests on aligned, observable evidence before decisions are finalised. Terry also discloses a position inside the content as President of the RefynED Advisory Board, making these posts a working example of a disclosed advisory relationship. A vendor whose sale depends on evaluation evidence holding up under challenge, or on teacher retention, is better served here.
- Dylan Makani: Choose Dylan Makani when the product serves special education, assistive technology or speech-language work, and the buyer is a special education director or an AT coordinator. The two posts do different jobs. The first tells a story with an outcome: a boy at a church in Alabama who does not speak, a speech therapist building him a five-verse board in Glint, and the congregation hearing him answer for the first time. It follows with live board-building with teachers and SLPs at AETC in Huntsville, where boards were made on the spot and sent to phones by QR code before people left their seats. The second offers a discovery method. Instead of pitching, Makani asks a director how many staff they have, how many students per specialist, how many hours of planning time per week, and how many hours are worked off the clock. Then Makani lets the arithmetic carry the case: five unpaid hours a week cut to thirty minutes, described as buying back mental health, retention and recruiting in a profession with a 30% shortage. For a vendor selling into special education, this is a complete demand-generation argument.

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AI-assisted summary of public posts. Audience demographics are not available. Engagement appears only where we checked recent posts. Method: https://b2binfluencer.marketing/methodology/