Establishing Scheduling/Delivery Strategies

Schools and school systems are encouraged to consider the many methods of course delivery available to them when they plan course offerings in CTS. While most courses can be offered through standard class scheduling practices, the structure of CTS, its focus on outcomes, and the use of off-campus delivery and enhanced distance learning tools enable schools to expand student access to CTS courses. Specific scheduling and delivery strategies will be determined by

• courses being offered
  
  
• teacher background, expertise, and instructional approach
  
  
• resources available in the school and community
  
  
• the degree of choice and self-direction provided for students

Regardless of particular course scheduling and delivery strategies adopted by schools, any method of delivering CTS courses must ensure that

• students are apprised of their registration in CTS courses, and is maintained
  
  
• certificated teachers are assigned to deliver or supervise the instruction
  
  
• students are provided access to a minimum of 25 hours of instruction per credit at the senior high school level, with exceptions as noted in the Guide to Education: ECS to Grade 12
  
  
• instruction and assessment are based on outcomes in the CTS program of studies
  
  
• there are designated times when teachers are available to the students
  
  
• students know, prior to enrolling in courses, how and when they will be able to access the instructional expertise of teachers

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