CAPIT is a PreK-12 educational company that provides a supplemental, and highly differentiated literacy digital curriculum with demonstrated efficacy.
The company leverages its proprietary methodology to develop its students capacity for literacy and looks to serve students by selling directly to schools and districts.
WHAT IS CAPIT READING?
CURRICULUM: CAPIT Reading is a Digital Phonics Curriculum teachers implement alongside their core ELA program. CAPIT covers all foundational reading skills explicitly and systematically. CAPIT is competency-based, so students progress at their own pace. Teachers teach CAPIT in PK-2, and when working with older struggling students. The program provides a digital solution that teaches reading, writing, and beginning keyboarding skills; a digital library of books; as well as downloadable and physical resources.
DIGITAL: CAPIT is a Digital Curriculum, so it can offer feedback to students in real time, collect analytics, and deliver actionable data to all stakeholders, so Teacher, Principals, and District Leaders, can help their students before they fall behind.
NO GAMES: CAPIT is not a game. Every minute spent on CAPIT is spent learning. CAPIT keeps students engaged by the learning and not be external motivators. CAPIT is 100% Learning 100% of the Time.
TEACHER LED PROGRAM: CAPIT does not replace the teacher—CAPIT keeps teachers involved throughout the learning process.
ELL READY OUT OF THE BOX: CAPIT teaches students to read without verbal instructions—it is the only “Language Agnostic” reading program that comes ELL ready out of the box.
HOW WE GOT OUR NAME
We carefully chose our name—CAPIT. It is an acronym for Concept And Personality Integration Technique and is reflective of our educational philosophy: We take an abstract Concept—a Sound (Phoneme)—And Integrate it with a Visual Mnemonic to give it Personality
Learn more about how we use Visual Mnemonics to bring Personality to otherwise abstract Concepts.
“WHY” AND “HOW” WE CREATED CAPIT
Most businesses begin with a “problem” in need of a solution. This is not “how” or “why” CAPIT was created. We were well aware of the literacy problem plaguing American schools, and knowledge of this problem did not motivate us to create CAPIT. Our decision was made only after we discovered a possible solution. This “discovery” had multiple causes: research, experience, and testing.
To be sure, we were not new to reading instruction. The co-founders had a combined 30 years of teaching experience in both early as well as adult literacy instruction in both English and Hebrew. Together, we developed a new method for Hebrew reading instruction, and for a few years we trained teachers and sold our Hebrew program to schools in the US and abroad. CLICK HERE to see our Hebrew language products and services. It was our Hebrew program that laid the foundation for our future English program.
We believed we discovered something big: a novel solution to the reading crisis. But even this realization was not a sufficient reason to create an EdTech solution. We would first need to “paper-test” our hypothesis. We recruited students ages 4 and 5 with no previous literacy instruction and began testing our ideas. For about 2 years we tested our many theories, writing lessons about two days before our students learned them, giving us a chance to test, adjust, and test again. Writing the lessons in “real time” gave us an unbiased view of what works and what doesn’t. Only after our curriculum was written, printed, and tested, did we begin considering options for digital delivery.
What makes our program effective is the “curriculum,” with the technology acting as the delivery system. In other words: If someone pulled the plug, most—if not all—education technology companies would disappear overnight. Not CAPIT. Our curriculum was in print before we digitized it. CAPIT would be effective in a world without computers or tablets because its effectiveness is not due to technological wizardry or game design—aspects of a product that quickly become out of date. Furthermore, neither co-founders are coders, technology experts, or game designers. We are teachers with teaching experience and a love of research. What makes CAPIT effective is the unique nature of its curriculum. (CLICK HERE to learn more about the research and theory behind our curriculum.)
Now that we had our curriculum, it was time to bring it to “digital” life. We specifically sought-after game designers, and not curriculum developers. We believed that talented game designers could help us make learning our curriculum fun and easy—like playing a game. We interviewed various technology companies and eventually hired Dubit Limited for both their expertise in game design and their unique focus on product testing. They were surprised to learn that CAPIT will not be a game. They specialize in game design and have never created a curriculum. They were even more surprised to learn that CAPIT will teach students to read WITHOUT verbal instructions. Is it really possible to teach kids to read without speaking directly with or at them? But they were up for the challenge. It took us 3 years to build our technology solution. Year 1 was spent designing and testing the basic structure of the app and its interfaces. Year 2 was spent beta testing our program in a Los Angeles charter school classroom. We became “volunteer teachers” and spent 3 days a week in the classroom. (The Kindergarten kids loved us.) By year 3—the 2016-2017 school-year—we had over 70 teachers and over 800 students piloting our program. BY Year 4 we were selling our program to our early adopters, recruiting new clients, and collecting data on the effectiveness our program.
In summary, Capit Learning is a unique company with a unique product. We are not coders aiming to get into the EdTech market. We are teachers offering a curriculum solution to a curricular problem. The success of our program is not due to any superior technology. CAPIT is successful because it is a good curriculum. CAPIT is a high impact company that attempts to affect change for students, teachers, and schools. We did not go after free users to show fast growth but instead spent our time and resources developing a product we believe in, and a company with a sustainable business model.