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Alice ISD reports modest attendance gains and large swing in CCMR outcome‑bonus eligibility for 2024 cohort
Summary
District updates: September campus attendance showed small gains districtwide; ADC Saturday Academy had 202 attendees; staff explained CCMR outcome bonus methodology and reported that 2024 graduates produced an estimated $589,000 in bonuses accessed, while 2025 is an estimate pending state data.
District instructional staff briefed the Board on attendance, targeted instructional supports and how outcome bonuses for college‑career‑military readiness (CCMR) work under state law.
Attendance: Campus-level September comparisons cited by staff showed small changes: Alice High School 92.11% (previous) to 92.59% (current); middle school declined from 94.54% to 93.20%; Newnan Elementary rose to 95.70%; districtwide attendance reported at about 94.30 for the current year. Administration framed these as incremental but sustained improvements.
ADC Saturday Academy: Administration reported the first ADC Saturday (additional days of instruction under House Bill 3) had 202 student attendees, with a high-attendance site counting 48 students. Another ADC Saturday was scheduled for Nov. 8.
CCMR outcome bonuses: Staff explained the difference between CCMR accountability points and 'outcome bonus' eligibility required by HB3. Outcome bonuses require additional post‑graduation evidence (for example, enrolling in higher education the fall after graduation) and operate on subgroup thresholds (the economically disadvantaged threshold example cited was 11%). District presenters reviewed historical bonus access and said that for the 2024 graduating cohort the district accessed approximately $589,000; a 2025 estimate was provided as a maximum scenario (reported as approximately $1,013,000) but staff emphasized the figure lags two years and is subject to state confirmation because the state must verify post‑graduation enrollment.
Instructional supports: Presenters described targeted interventions for fifth-grade science and eighth-grade social studies, peer observations, and facilitated planning sessions to integrate RLA and social studies instruction ahead of six-week cycles.
The board did not take action on these informational items; staff said they will continue monitoring and reporting.
