Forest Grove School District leaders used the budget presentation to highlight continuing investments in literacy, dual-language programs and career-technical education, while acknowledging that some planned curriculum adoptions and related professional learning may be delayed to achieve required budget reductions.

Why it matters: District officials said they will prioritize programs that directly support student learning and well-being while making reductions in other areas. That balancing act shapes classroom instruction, staff development and program availability for the coming year.

Program highlights and outcomes

- Early literacy: Dr. West said the district has invested approximately $1,700,000 since 2022 in a literacy curriculum grounded in the science of reading and aligned to Oregon standards. The district budgets literacy specialists and ongoing professional learning to support implementation.

- Dual-language and English learners: The district reported that roughly 37% of students learn in two languages and that about one-third of K–5 students are identified as English learners. Dr. West noted that former English learners who exit services before high school were graduating at an 85.8% rate (higher than district and state averages cited in the presentation).

- Advanced coursework and early college credits: Forest Grove High School offers 23 Advanced Placement courses and dual-credit opportunities through a partner program. Dr. West reported that 35 students earned 872 college credits last year, producing an estimated family tuition saving of about $80,000.

- Career and technical education: The district lists 14 CTE programs — including health services, early childhood education, business management, culinary arts, engineering and construction — and cited the Viking House project as a long-running example of career-connected learning.

- Counseling and attendance: District staff emphasized efforts to maintain ASCA-aligned counseling ratios and multi-tiered supports for attendance. The presentation listed interventions such as attendance liaisons, home visits and school-based attendance teams.

Trade-offs and curriculum timing

Committee members pressed for clarity on how reductions would affect curriculum adoptions and professional learning. Eileen and Dr. West said some costs tied to planned curriculum adoptions are being postponed this year as a one-time savings; they cautioned that some delayed adoptions may need to be restored in future budgets because curriculum implementation cannot be deferred indefinitely. "Curriculum is a little tricky. We can only delay it for so long," Dr. West said.

Assessment context and data

The presentation included district academic indicators cited as evidence of progress: a reported four‑year cohort graduation rate of 82.9% and ninth-grade on‑track figures that staff discussed (one slide listed 85.9% and another slide cited an 89.9% on‑track rate for the prior year when referencing network participation). Staff also noted the complexity of interpreting statewide assessment results for students learning in two languages, and they said local growth measures are used in addition to state testing.

Nutrition and local food procurement

Eileen noted the district participates in USDA and other grants that allow some local procurement; she said the district bought about $8,000 in regionally grown fruit (apples, pears, oranges and strawberries) under grant-supported programs and has piloted menu changes driven by student taste tests and cultural preferences.

Ending note: District leaders told the committee they intend to protect direct classroom supports and counseling while using a combination of temporary and sustainable reductions to balance the budget.