CAS Requirements for: Sustained Participation defined by –
Program Cycle/Duration/Frequency (Dose)
Description – This section defines when and for how long Calgary AfterSchool programs
should operate in order to achieve CAS mission.
What research says about sustained participation:
Research has consistently demonstrated that youth experience greater gains across a wide
variety of outcomes if they participate with greater frequency (more days per week) in a more
sustained manner (over a number of years).1
Calgary AfterSchool Framework position on sustained participation
On an annual basis, Calgary AfterSchool needs to be offering a wide variety of programs that meet the
needs of children and youth population of Calgary. These programs will vary in type, outcomes,
duration, frequencies, and target populations in order to respond effectively to the varying needs of
children and youth communities.
A. Program Cycle – Refers to the time of the year that programs are offered. Calgary AfterSchool
programs are based on the traditional school year that is September – June.
B. Duration - refers to the time that programs are offered regularly throughout each year, typically
between 3-6pm, or after the school bell rings, with the length of time each program session to be a
minimum of 1.5 hours. The same program should be offered / available for the same group of
participants for a minimum of 100 hours. Optimally, Calgary AfterSchool programs should run for the
entire program cycle of 30-35 weeks/9 months (September – June).
C. Frequency – refers to number of days/week participants attend a program. Frequency is
recommended according to research and based on the program’s desired outcomes. The following
table outlines the Calgary AfterSchool program dose criteria:
Outcome
Outcome Measurement
(FSII Survey Names/Survey #s)
Academic
Outcomes
Social
Outcomes
22 School engagement, success – Gr.4-6
23 School engagement, success – Gr.7-12
Emotional
1
24 Positive Friendships/Social Skills-Gr.4-6
25 Engagement in Community-Gr.4-6
26 Helps and Respects Others- Gr.4-6
27 Adult Confidant-Gr.4-6
28 Friendships-Gr.7-12
29 Adult Confidant-Gr. 7-12
30 Positive Peer Relationships- Gr. 7-12
31 Good Social Skills- Gr.7-12
32 Engagement in Community- Gr.7-12
34 Self-esteem, self-confidence, optimismGr.4-6
What research says
about frequency
Research indicates that
the optimal dose to
achieve social and
emotional outcomes is 3
or more days/week
(source)
Calgary AfterSchool Minimum
Dose
Minimum
2 days or more/week
Minimum
2 days or more/week
(Due to the current factors
that exist in Calgary that
impact operations, such as
availability of space 3 days or
more/week, Calgary
AfterSchool is recommending
Vandell, D.; Reisner, E.; Pierce, K. 2007. Outcomes linked to high-quality afterschool programs: Longitudinal findings from the study of promising practices. (Irvine, CA: University of California
and Washington, DC: Policy Studies Associates). Available at http://www.gse.uci.edu/docs/PASP%20Final%20Report.pdf
Outcomes
Physical
Outcomes
35 Ability to cope effectively with
challenges- Gr.4-6
36 Pro-social attitudes, clear values – Gr.4-6
37 Sense of belonging- Gr.4-6
38 Self-esteem, self-confidence, optimismGr.7-12
39 Ethnocultural identity- Gr.7-12
40 Sense of belonging- Gr.7-12
41 Pro-social attitudes, clear values –Gr.7-12
42 Activities- Gr.4-6
43 Activities- Gr.7-12
44 Constructive Use of Time- Gr.7-12
a minimum of 2 or more
days/week to achieve social
and emotional outcomes
effectively).
Minimum
1 day or more/week
D. Dose – Over the period of one program cycle (year), dose refers to the duration of the program
(hours/program day) multiplied by the frequency of the program (days/week) multiplied by the number
of consecutive weeks that the program is offered.
Research has suggested that the higher the dose, the higher the outcome results. The below chart is a
display that the CAS Framework is assessing. That is, to insure that our outcome results remain high. An
ultimate result would be if programs have high outcome results. If programs have low outcome results,
then program specific conversations need to be had. If programs have a high dose and low outcome
results, this means that a lot of resources are going into the program and it is going against what
research suggests, so a serious analysis of the program needs to be had along with an in-depth
discussion about that particular program.
The below graph is a draft example, but this can be easily generated by classifying the dose of each
program provider (hours a day X days a week X number of weeks in a program cycle) on one axis and on
the other axis place the results from the program providers Horizontal Analysis. The Horizontal Analysis
is generated by the Social Research Policy Analyst two times a year (Dec and June).
Dose vrs Outcome Results
4
Dose
3
2
1
0
0
1
2
Outcome results
3
4
CAS Requirements for: Program Outcomes, Types, Intensity/Impact
(Intentional: Physical/Social/Emotional/Academic)
Description: This section outlines the many outcomes that children and youth accomplish as a result
of participating in the wide variety of Calgary AfterSchool programs being offered. This section also
refers to program types (structured, semi-structured, unstructured; registered, drop-in; high intensity,
high impact and low intensity, low impact)
What research says about program outcomes, type and design:
a. Structured and Intentional programming with opportunities for autonomy and choice
Intentional programming follows the SAFE principles, in which the program is:
o sequenced (using a sequenced set of activities designed to achieve skill development
objectives),
o active (using active forms of learning, rather than lectures alone, to help youth develop
skills),
o focused (program components are devoted to developing specific skills), and
o explicit (targeting of specific skills).
In other words, intentional programming is purposefully planned and structured with a view
to achieving one or more specific developmental outcomes. In general, programs that
provide more hours of structured and focused content achieve better outcomes than those
that spend more time providing unstructured recreation time.2
Programs are most likely to help children and youth achieve positive developmental
outcomes (such as school performance, social and inter-personal skills, responsibility, selfesteem and self-confidence, etc.) when they are explicitly focused and targeted to specific
outcomes. Intentional, focused programming entails a clear vision and goals for the
program from the start.
b. Unstructured and Semi-structured programming
Unstructured and semi-structured programming provides many benefits for children and
youth. Participation in programming can improve all aspects of physical health (which is
itself associated with positive developmental outcomes). Programs also influence social and
emotional outcomes by helping children and youth to make friends, learn how to deal with
and learn from challenges, master new competencies, channel energy in positive ways, and
build self-esteem. Programs, particularly if they are structured, can also teach important
values and life skills such as teamwork, discipline, respect, and fair play.
Programs are most likely to be effective if they are:
2
Gerstenblith, S., et al. 2005. “After-school programs, antisocial behavior, and positive youth development: An exploration of the relationship between program implementation and changes
in youth behavior.” In J. Mahoney, J. Eccles, & R. Larson (Eds.), Organized activities as contexts for development: Extracurricular activities, after-school and community programs (pp. 457–
477). (Mahwah, NJ: Erlbaum).
o
o
o
o
o
enjoyable
offer a diverse range of competitive and non-competitive activities
are accompanied by information linking physical activity to health and wellness
(for younger children) feature activities that are fun and low in effort, with attainable
goals
include unconditional support for their involvement and verbal reinforcement from and
good rapport with program leaders
c. Intentional programming: Constructive use of time
Intentional programming can increase young people’s “constructive use of time” and
decrease the amount of time they spend alone at home, hanging around in the community
or at the mall with nothing special to do, and/or devoted to some form of electronic
entertainment. It has long been recognized that involvement in programming occupies idle
time and keeps young people, particularly adolescents, from getting into trouble. Such
programming can play a role in preventing negative peer associations, reduce opportunities
for engaging in risky behaviours, and prevent boredom. High boredom proneness is related
to social dependency, a disregard for rules, apprehensiveness, insecurity and guilt; low
boredom proneness is correlated with enthusiasm and a tendency to be adventurous and
socially bold, social competence, self-esteem, and intrinsic leisure motivation.
Calgary AfterSchool’s Outcomes and Types: All Calgary AfterSchool programs are required
to be intentional, in that the SAFE principles are followed to provide purposeful structure to program
activities related to intended outcomes, regardless of the outcome. Currently, Calgary AfterSchool has
specific, formal measurement tools to gauge Social, Emotional, Academic and Physical outcomes for
participants in grades 4-12. These outcomes are intentional and are declared in a ‘Theory of Change’
document, measured, evaluated and reported annually. While all programs are required to be
intentional with regards to their outcomes, some programs include elements of semi-structured
activities (open swim, sport, gym time; ‘youth room’ amenities such as pool, ping pong, and board
games).
Developed: August 2013