P-TECH

CAPS requires an entrepreneurial, student-led culture that empowers students to drive their learning. 

Successful CAPS programs foster an environment of empowerment where people can empower themselves—act entrepreneurially by taking the lead and facilitating positive change. All involved—instructors, students, administrators, district leaders, and community partners—know that an entrepreneurial approach is valued, encouraged, and rewarded; new ideas are welcome and considered; lines of communication are always open; flexibility is a given; and that some ambiguity is to be expected. 

In addition, the culture must be student-powered. This means students’ desires, needs, skills and interests drive learning. Every consideration is given to a culture that will optimize and maximize student learning. Projects and learning are student-led. They are reflective of the student’s interest, passion, other students they would like to partner with, the companies they would like to work with, and the types of projects they are drawn toward. Students are empowered to voice their opinions, give feedback, and share reflections of their learning to inform instructional design.

CAPS instructors play the role of facilitator so students can drive their learning. Industry partners play a critical role in designing learning experiences to ensure relevance.

A CAPS instructor is the “guide on the side” rather than the “sage on the stage.” Instructors give students the autonomy to ask questions that promote deeper learning. They leverage practices such as “management by walking around,” where they “stop by” to talk with students to get a sense of how they perceive things are going. This fosters empowerment by ensuring students feel that what they are thinking and doing matters. Students have the autonomy to solve real problems. This also means that students face real-world experiences of having to navigate a partner’s differences of opinion, workstyle, or expectations. Neither instructors nor partners are expected to hand-hold. Students are held responsible for these interactions, with instructors stepping in only when necessary. 

Though not required, CAPS Network offers various trainings for instructors. Instructors are encouraged to build their knowledge and networks in their specific industries. 

• Instructor Externships: Working side by side with industry professionals creates opportunities for instructors to enhance industry skills and knowledge, learn new “best practices,” and form professional relationships. This helps them teach students current skills needed to be competitive.
• Advisory or Steering Committee: Instructors may form an advisory or steering committee to support designing, launching, and growing their CAPS Strand. Consistent interaction with committee members helps instructors learn about what’s relevant and makes it possible to iterate on the curriculum and experience for students. This gives instructors confidence in their knowledge and a network to further support students. 

Successful, mutually beneficial partnerships require planning and diligence. A critical step is designating someone to build and manage partnerships. If funds are available, hiring a business development specialist or community liaison is ideal. This person can onboard partners; explain the program to students, parents, and potential supporters; provide site tours; introduce prospective business partners to instructors and students; and manage relationships.

Creative scheduling is required to ensure students have ample time to engage in profession-based learning and core academics. 

While the CAPS model does not require a specific scheduling structure, schools interested in adopting the model must be creative in carving out appropriate time for students to engage in CAPS programming. There are two common scheduling structures CAPS affiliates use:

• Half day: Many CAPS affiliates, as well as the flagship BVCAPS, have a half-day program, with students in core academic classes at their regular high school for half the day and in CAPS programming for half the day (e.g., 3 out of 7 periods). It is important that CAPS programming occurs in consecutive periods so that the time can be combined to create one long CAPS block. This extended time allows instructors to bring in guests, students to go offsite, or teams to deeply engage in project work. 
• Alternating half days: Some CAPS affiliates are not able to dedicate half a day every day due to state requirements. Another common scheduling solution is to have CAPS programming every other day. 

These, of course, are not the only scheduling structures that can be used in the CAPS model. The key is not about the total amount of time but being creative to have sufficient time for CAPS—to go out to see industry partners, to bring professionals in, and to do project work, as well as core academics.

Cultivating and managing community partnerships is critical to creating real-world, professional learning experiences for students. 

CAPS affiliates establish and nurture relationships with partners that are mutually beneficial, sustainable, coordinated, and multifaceted. Through community partnerships: 

• Students have the opportunity to be immersed in real industry environments. 
• Curriculum reflects the current and projected realities of industry trends and needs, better preparing students for college and careers. 
• Local organizations are able to invest in talent early. 
• Skills level gaps can be identified and closed. 
• Curriculum can be revised and adjusted according to changes in industry trends. 
• Students are connected to industry partners and potential job opportunities and networks post-graduation.

Industry: Partnerships with local industries take learning beyond the classroom, enabling students to learn from educators who are not instructors. This also benefits industries by allowing them to be more involved in growing their future workforce and connecting with the community. CAPS Network: Community

Colleges and Universities: Postsecondary partners can be resources for the design of the CAPS curriculum and can offer students dual or concurrent credit upon completion of CAPS courses. Colleges and universities recognize that CAPS graduates demonstrate the knowledge and skills to succeed in postsecondary settings and advance in career pathways. 

Finding the right partners is key. CAPS recommends designating someone to build and manage community partnerships. The business development specialist discussed in the Adult Role section above can support this. CAPS Playbook Module 1: Building & Growing Community Partnerships

The physical space should reflect a professional environment.

Physical space can have an impact on culture. While there are no rigid requirements for space and facilities, it is important that it feels like a professional environment, not another high school classroom. Some CAPS affiliates have their own facility or borrow space in an industry workplace. Others must use space within the school but creatively make the space feel different by changing furniture, consistently bringing in professionals, and stripping away artifacts of a traditional high school classroom such as bells and intercoms.

The CAPS model is designed to prepare students for the real world and technology integration and digital literacy is integral. 

The CAPS model mimics the real world as much as possible, and integrating technology is no exception. Technology is used extensively in the real world to conduct research, organize and track data, communicate ideas, and share work. Teaching content for memorization is replaced with teaching students how and where to find credible sources of information. What makes the integration of technology successful is how it enhances the students’ learning experience. 

Technology-based project management tools help ensure projects are implemented effectively and efficiently. The tool does not need to be a sophisticated platform, although there are great online software programs. A simple Excel spreadsheet can show the task, the team member responsible for the task, the deadline, and progress. Many CAPS affiliates leverage project management software programs to organize communication, discuss ideas, upload documents, and more. Basecamp ProjectPlace

The model requires creative allocation of funds for additional adult capacity as well as equipment and supplies for profession-based learning. 

While there are no budgeting requirements of the model, CAPS recommends that schools allocate funding for the additional adult capacity needed to design, launch, and run programming. This includes someone to lead the model (e.g., director) as well as a business development specialist or community liaison to cultivate industry partners. 

In addition, certain CAPS Strands may require additional funding for equipment and supplies. Some Strands, such as engineering, may require significant upfront investment for resources such as a makerspace, while other Strands, such as innovation, don’t require equipment. CAPS affiliates are creative and strategic in leveraging existing resources, for example by using the makerspace at a local college or industry partner.

As an innovative solution that meets the economic development needs of the community, CAPS programming must be responsive to changing demands.

CAPS supports high-skill, high-demand careers through ongoing innovation in curriculum development, programs, and services based on local business and community needs. To truly serve the economic development needs of the community, each CAPS model must be built to reflect the skills and careers needed by industries in their local community. As the demands of local industries change, so must CAPS programming. To ensure programming is aligned with changing trends in industry, CAPS recommends an active advisory board from the program that meets regularly, as well as professional development time for instructors to connect with industry partners from their discipline. In addition, instructors are encouraged to continuously infuse their learning spaces with professionals so there is organic “watercooler time” to learn of the latest and greatest.