Illinois Quality Afterschool (IQA) Quarterly

Summer 2021

girl with half an orange sphere

Photo by Allison Shelley for EDUimages.

In This Issue

  • Afterschool Focus: How Every 21st CCLC Instructor Can Offer Math Enrichment
  • Program Profile: DuQuoin CUSD 300 Makes Math Meaningful
  • News from the Field: RCCU1 Supports Students and Staff in a Year Like No Other

Afterschool Focus

How Every 21st CCLC Instructor Can Offer Math Enrichment

Fostering mathematics learning through collaborative, hands-on projects with real-world connections instead of “skill and drill” is an area where 21st CCLC programs can shine. But doing so means that our entire 21st CCLC team shares the responsibility of integrating math into our activities in meaningful ways. In this issue of Illinois Quality Afterschool Quarterly, we explore ways adults and students can feel more positive and confident connecting math to life through everyday activities.

Program Profile

DuQuoin CUSD 300 Makes Math Meaningful

The DuQuoin Community Unit School District (CUSD) 300 21st CCLC program helps students discover math through a range of hands-on activities. The afterschool team engages students by soliciting youth input and offering programming based on that feedback. The 21st CCLC leadership provides planning and professional learning opportunities so that staff are comfortable leading activities that include math enrichment.

News from the Field

RCCU1 Supports Students and Staff in a Year Like No Other

How do you provide academic supports and enrichment activities while attending to student and staff social and emotional and safety needs during the COVID-19 pandemic? Richland County Community Unit School District 1 (RCCU1) 21st CCLC took on this challenge last year.

Recommended Resources

Developing Strategic Partnerships

Partnerships are an important part of any 21st CCLC program’s success. Developing Strategic Partnerships, a two-part webinar series from You for Youth, provides strategies that programs can use to build strong partnerships. Topics include needs-based community mapping, building networks, and implementing partnerships.

Summer Programs Are a Game Changer

Summer learning programs have always been key to keeping students engaged and avoiding summer learning loss. This year, they are also helping students recover and rebound from the COVID-19 pandemic. This blog post from the Afterschool Alliance summarizes key findings from a special report, Time for a Game-Changing Summer, With Opportunity and Growth for All of America's Youth. The blog post also links to a video briefing of the report and a data dashboard summarizing key findings.

Information for Grantees

Important Dates and Events

Grants and Other Opportunities

With support from the Charles Stewart Mott Foundation, Youth Service America (YSA) is awarding grants of up to $500 each to support youth-led service or service-learning opportunities in up to 60 afterschool programs. Programs must engage at least 50 youth as volunteers in service or service-learning during the 2021–22 school year. In addition, 50% of the youth engaged must be from low-income and underserved communities. Applications will be accepted through Friday, July 30. Visit the YSA website to learn more.

Join Us Online

Do you have a question for your afterschool colleagues? Would you like to know what’s going on in other Illinois 21st CCLC programs? Join the Illinois Quality Afterschool Facebook Group.


Would you like to receive the Illinois Quality Afterschool newsletter and resource brief? Fill out our online subscription form.

AIR Logo

American Institutes for Research
1000 Thomas Jefferson Street NW
Washington, DC 20007-3835

Illinois Quality Afterschool logo21st Century Community Learning Centers logoIllinois State Board of Education Logo

Copyright ©2021 by American Institute for Research. This publication was developed by AIR in 2021 and was funded by the Illinois State Board of Education (ISBE) with support by the U.S. Department of Education. The content does not necessarily reflect the views of the AIR or any other source. This publication is in the public domain. Authorization to reproduce and disseminate it in whole or in part is granted as long as appropriate acknowledgment is given.