OUSD Budget Deficit: Framework for Parent Engagement

*A Guide to Understanding and Meaningful Advocacy for the Parents and Caregivers of OUSD Students — Matt Glaser, January 2026* ## Purpose Oakland Unified School District faces a structural deficit of ~$100 million that must be addressed by the ongoing planning of the School Board and District Staff between now and June of 2026. This is an overwhelming challenge for such a short period, and the amount of information available to the community is staggering, incomplete, and feels impossible to parse for any single person. Nevertheless, I believe that the only way to shape the drastic changes coming to our schools is for the families of students to exert our formidable potential influence on the process, engaging not in blame and despair, but instead working with the planners directly to inform them how to inflict the least amount of damage from *our* standpoint. This cannot, by necessity, be an engagement where we only tell the powers that be what they shouldn't cut. Instead, we must also find opportunities ourselves to present programs and services at our schools that we believe can be cut back, however painful that may be, in order to preserve the best possible future for our kids in the face of this crisis. This framework is designed to help you to engage meaningfully with the budget process by identifying specific focus areas where you may concentrate your efforts towards advocacy, questions, and oversight. There are example questions and five factual resources listed for each of these. I urge parents, caregivers and community members to pick one area that matters most to you or your child, learn about it deeply, and bring informed questions and insights to the Board and District through any number of channels available for public discourse listed near the end of this document. *Disclaimer: This document is the product of a lot of personal time spent on broad research and knowledge gained from information (much of it conflicting or incomplete!) in the public domain, as well as my experience and conversations as a delegate to the Parent and Student Advisory Committee, School Site Council Chair and a parent of two OUSD students. I've made every effort to avoid blatant mistakes or bias, but I doubt that I was able to avoid them entirely. I only ask readers to approach this framework with grace and an open mind; all constructive feedback is welcome. —MG* ## Understanding the Deficit: What We Know The district's structural deficit means OUSD spends approximately $100 million more each year than it brings in through state funding via the Local Control Funding Formula (LCFF), federal grants, and other revenues. This isn't a one-time shortfall—it's a recurring imbalance that has built up over decades. ### Root Causes (per OUSD analysis) - Too many schools for current enrollment: OUSD operates approximately twice as many school sites as similarly-sized districts like Fontana Unified, spreading resources thin - Declining enrollment and attendance: State funding is based on Average Daily Attendance (ADA), and both enrollment and attendance have declined steadily - Expiring one-time funds: COVID-era ESSER funds ($71M+) and other grants have ended, but positions and programs funded by them have often continued - Special Education contribution: The district's General Fund contributes significantly to Special Education costs beyond what state/federal funding covers ### Where the Process Stands As of the time of this writing (Late December 2025), the district has delivered cost cutting scenarios to the board focused first on centralized budget cuts that avoid student-facing services, followed by a much wider set of guidelines. In the scenario provided by the district and approved by the Board of Education in December, many targets for cuts were outlined in broad strokes. The district is now actively planning the specifics of those cuts. Our choice right now is to passively read and accept these cuts as they are delivered, or to arm ourselves with knowledge about funding across the district and at our specific sites, and use that knowledge to meaningfully collaborate and shape these decisions between now and the end of the school year. ## Focus Areas for Parent Engagement Below are eight distinct focus areas where parents can concentrate their engagement. Each represents a significant portion of the budget discussion and has unique questions, stakeholders, and trade-offs to consider. ### Focus Area 1: Special Education **Current Spending:** $89 Million | **Proposed Reduction:** ~$12 Million Special Education represents the single largest line item under discussion. OUSD proposes a 10% reduction (~$12M) to Special Education contributions by restructuring services, reducing outside contracts, and eliminating non-mandated elements. This is legally complex because federal IDEA law requires specific services. **Key Questions:** - How is special education funded in California, and what is the "encroachment" on the General Fund? - What percentage of OUSD students receive special education services, and how does this compare to state and similar district averages? - What is a SELPA and how does OUSD's Local Plan allocate resources across schools? - What services is OUSD legally required to provide under IDEA, and what services are discretionary? - How does the Community Advisory Committee (CAC) provide input on special education budgets and services? **Five Resources:** 1. **[OUSD Special Education Department Website](https://www.ousd.org/specialeducation)** — The official district page with information on programs, services, the SELPA (Special Education Local Plan Area), and links to the Community Advisory Committee. This is your starting point for understanding how OUSD organizes special education. 2. **[OUSD SELPA Local Plan for Special Education](https://www.ousd.org/specialeducation/our-selpa/local-plan-for-special-education)** — The actual governance documents including the Annual Budget Plan and Annual Service Plan—required by state law. These documents detail how special education funds are distributed and what services are provided. Updated annually with CAC input. 3. **[California Department of Education — Special Education Data (DataQuest)](https://www.cde.ca.gov/ds/ad/sped.asp)** — The state's official special education enrollment data, disaggregated by disability category, program setting, race/ethnicity, and more. You can filter to Oakland USD specifically to see enrollment by disability type, Least Restrictive Environment placement data, and year-over-year trends. 4. **[Ed-Data District Profile — Oakland Unified](https://www.ed-data.org/district/Alameda/Oakland-Unified)** — A partnership of CDE, EdSource, and FCMAT providing comprehensive financial data including special education spending broken down by goal codes. Shows how much OUSD spends on special education compared to other programs and provides multi-year trends. 5. **[OUSD Community Advisory Committee (CAC) for Special Education](https://www.ousd.org/specialeducation/our-selpa/community-advisory-committee)** — Information on the legally-required parent advisory body for special education. Meeting agendas and materials are posted on BoardDocs—these include presentations on budget, staffing, and program changes. This is where you can see what issues are being discussed and track district decisions. --- ### Focus Area 2: School Closures & Consolidation **Current Spending:** Varies | **Proposed Reduction:** Significant (TBD) OUSD operates 108 sites across 482 acres—roughly twice as many as similar-sized districts. The district has long acknowledged that consolidating schools would allow deeper investment in remaining schools. This is politically difficult but structurally necessary. The AB1912 process provides a legal framework for school consolidation decisions. Note: AB1912 only applies to districts under financial receivership. Since OUSD exited receivership in July 2025, AB1912 no longer applies to it. **Key Questions:** - How many schools does OUSD operate compared to districts with similar enrollment (like Fontana USD or Stockton USD)? - What do California civil rights law and the California Constitution require before OUSD can close schools, and what are the relevant equity metrics? - What were the actual outcomes of OUSD's previous school closures (student retention, academic performance, building disposition)? How do these metrics post-closure/merger compare to pre-closure/merger? - What does research show about when displaced students benefit academically from closures vs. when they don't? - What happened in other districts (Chicago, Philadelphia, Detroit) that implemented large-scale closures? **Five Resources:** 1. **[OUSD AB 1912 Ad-Hoc Committee Page](https://www.ousd.org/business-services/our-plan-for-fiscal-sustainability/ab1912)** — The official district page tracking Oakland's community-led process for developing equity impact metrics for any potential closures. *NOTE: AB1912 is currently not in effect as of July 2025.* 2. **[California Attorney General's Guidance on School Closures (April 2023)](https://oag.ca.gov/system/files/media/letter-school-districts-school-closures-04112023.pdf)** — The definitive legal guidance document from AG Rob Bonta outlining districts' obligations under AB 1912, anti-discrimination mandates, and best practices for community engagement. *NOTE: currently not in effect as of July 2025.* 3. **[California Department of Education — School Closure Best Practices Guide](https://www.cde.ca.gov/ls/fa/schoolclose.asp)** — The state's official guidance on facilities-related issues for school closures, updated in 2024 with information on Education Code Section 41329 (which applies to financially distressed districts). Covers the full process from community engagement through transition planning and surplus property disposition. 4. **[University of Chicago Consortium on School Research — School Closings Studies](https://consortium.uchicago.edu/publications/school-closings-chicago-staff-and-student-experiences-and-academic-outcomes)** — The most rigorous longitudinal research on mass school closures, studying Chicago's 2013 closure of 50 schools over 10 years. Key finding: "academic outcomes were neutral at best, and negative in some instances." Students only benefited when transferred to substantially higher-performing schools (top quartile). Essential reading for understanding what research actually shows. 5. **[OUSD BoardDocs — Board Meeting Materials](https://ousd.legistar.com/)** — The official repository for all OUSD board meeting agendas, presentations, and resolutions related to school closures and consolidations. Search for "AB 1912," "consolidation," or "restructuring" to find specific proposals, equity impact analyses, and community feedback. --- ### Focus Area 3: Charter Schools & District Relationships **Current Spending:** $7–9 Million (transfers) | **Proposed Reduction:** ~$1 Million (Charter Office) OUSD authorizes and oversees charter schools operating within Oakland. The district transfers approximately $7–9 million to charter schools and maintains a Charter School Office for oversight. Some see charters as competition for enrollment; others see them as options for families. This area involves complex legal and political dynamics. See the Addendum at the end of this document for detailed analysis. **Key Questions:** - How many charter schools operate in Oakland, and how many students do they serve compared to district-run schools? - What is the estimated fiscal impact of charter enrollment on OUSD's budget, and how is "stranded cost" calculated? - What authority does OUSD have over charter approvals, renewals, and denials under AB 1505? - What are OUSD's legal obligations to provide facilities to charter schools under Proposition 39? - How does the California School Dashboard compare academic outcomes at charter vs. district schools serving similar populations? **Five Resources:** 1. **[OUSD Office of Charter Schools — Information and Data Page](https://www.ousd.org/officeofcharterschools/information-and-data-about-oakland-charter-schools)** — The official OUSD page with two key interactive dashboards: the Oakland Charter Schools Dashboard and the Charter Requests Dashboard (tracking petitions, renewals, and material revisions since 2012–13). Also links to each charter school's LCAP and lists all charter schools by authorizer. 2. **[California Department of Education — Charter School Performance Categories](https://www.cde.ca.gov/sp/ch/performcategory.asp)** — The state's official data file placing charter schools into High, Middle, or Low performance tiers based on California School Dashboard results. Under AB 1505, these categories determine renewal eligibility. Updated annually. 3. **[California School Dashboard](https://www.caschooldashboard.org/)** — The state's accountability system showing performance data for all public schools including charters, with color-coded ratings on eight indicators. Allows direct comparison of charter and district school performance by student subgroup. 4. **[AB 1505 — Charter Schools: Petitions and Renewals](https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200AB1505)** — The 2019 law that represents the most significant reform to California charter law since 1992. Key provisions: allows districts to consider fiscal impact; creates presumptive denial for districts in fiscal distress; establishes three-tier renewal system; limits State Board appeals to "abuse of discretion" standard. 5. **[CDE — Charter School Use of School District Facilities (Proposition 39)](https://www.cde.ca.gov/sp/ch/districtfacilities.asp)** — Official state guidance on Proposition 39, which requires districts to provide "reasonably equivalent" facilities to charter schools serving district residents. Explains the annual request process, pro-rata share calculations, and timelines. --- ### Focus Area 4: Facilities & Operations **Current Spending:** $70+ Million combined | **Proposed Reduction:** Varies Buildings & Grounds ($27M), Custodial ($26M), and Facilities Planning ($19M) represent major spending. The median age of OUSD buildings is 75 years, requiring ongoing maintenance. Eight vacant sites have cost over $1M to maintain in the past 5 years. The district is exploring consolidation of maintenance schedules, energy-reduction strategies, and potentially repurposing underutilized sites. **Key Questions:** - What is the age, condition, and assessed value of OUSD's building portfolio? - How does the state School Facility Program work, and what modernization or new construction funding is available? - What do Facility Inspection Tool (FIT) reports show about "good repair" status at individual schools? - How many vacant or underutilized sites does OUSD maintain, and what are the annual costs? - What bond measures (B, J, Y) has Oakland passed, and how are those funds being used? **Five Resources:** 1. **[OUSD Facilities Planning & Management Department](https://www.ousd.org/facilities-planning-management)** — The official OUSD page for facilities, including links to the Facilities Master Plan, bond project information (Measures B, J, and Y totaling over $1.2 billion), Citizens Bond Oversight Committee (CBOC), and current construction projects. OUSD manages over 100 buildings and 680 portables totaling nearly 6 million square feet. 2. **[California Office of Public School Construction (OPSC)](https://www.dgs.ca.gov/OPSC)** — The state agency that administers the $47 billion voter-approved School Facility Program. Provides guidance on new construction grants (50/50 state-local match), modernization grants (60/40 match), and facility hardship funding. 3. **[California State Auditor — School Facilities Program Report (2021)](https://information.auditor.ca.gov/reports/2021-115/index.html)** — Comprehensive audit finding the state needs $7.4 billion over five years just for modernization. Documents how the School Facility Program has disproportionately benefited wealthier districts and how the state has not allocated maintenance funding since 2013–14. 4. **[CDE — Williams Case and School Facilities / Facility Inspection Tool (FIT)](https://www.cde.ca.gov/ls/fa/williams.asp)** — The state's framework for determining whether school facilities are in "good repair" as required by the Williams Settlement. The FIT is the mandatory inspection instrument used by all California school districts. 5. **[Public Policy Institute of California — Equitable State Funding for School Facilities](https://www.ppic.org/publication/equitable-state-funding-for-school-facilities/)** — Research showing how California's facilities funding system has allocated higher funding to wealthier districts with fewer high-need students. Since 1998, the state has allocated over $42 billion in bonds, but districts with higher assessed property values receive significantly more per-student funding. --- ### Focus Area 5: Central Office Administration **Current Spending:** $40+ Million | **Proposed Reduction:** ~$21 Million (Scenarios 1 & 2) Central Office departments include HR/Talent ($17M), Legal ($2.4M), Communications, Finance, and various administrative functions. Scenarios 1 and 2 focus primarily on central management reductions, targeting approximately $21 million in savings through position eliminations, restructuring, and contract reductions. This affects the support schools receive from central staff. **Key Questions:** - What functions does each central office department provide to schools, and how many staff work in each? - How does OUSD's spending on "General Administration" compare to state averages and similar districts? - What is the difference between restricted and unrestricted funding for central programs? - Which central services directly support school sites vs. district-wide compliance functions? - What contracts and consulting services does the district use, and what do they cost? **Five Resources:** 1. **[OpenOUSD — Central Programs Overview](https://openousd.org/central-programs/)** — An independent transparency project providing detailed breakdowns of OUSD central office spending by department. Shows spending and staffing trends, distinguishes between restricted and unrestricted funds, and allows exploration of individual departments. Essential for understanding what central programs actually do and cost. 2. **[Ed-Data — Oakland Unified Financial Profile](https://www.ed-data.org/district/Alameda/Oakland-Unified)** — Comprehensive financial data with comparison tools. View OUSD's General Fund expenditures by activity, compare spending to state averages and similar districts, and access 5-year trend data. 3. **[CDE SACS Data Viewer](https://www.cde.ca.gov/ds/fd/dv/)** — The California Department of Education's official repository for district financial reports filed using the Standardized Account Code Structure (SACS). Access OUSD's adopted budgets, interim reports, and unaudited actuals. Allows direct comparison of "General Administration" spending across all California districts. 4. **[CDE — Current Expense of Education & Per-Pupil Spending](https://www.cde.ca.gov/ds/fd/ec/)** — State-level data on per-pupil spending calculations that allow comparison of district administrative spending. Provides downloadable files comparing spending categories across districts. 5. **[OUSD Business Services — Budget Department](https://www.ousd.org/business-services/finance-departments/budget)** — The official OUSD page for budget information, including links to adopted budgets, Local Control Accountability Plan (LCAP), and financial reports submitted to the state and county. --- ### Focus Area 6: Attendance & Enrollment **Current Spending:** $5 Million+ (Student Enrollment dept) | **Revenue opportunity:** $5.25M per 1% increase in attendance California funds districts based on Average Daily Attendance (ADA), not just enrollment. The Board has noted that each 1% increase in attendance yields approximately $5.25 million in additional revenue. The district has an Enrollment Department working on stabilization, but this is one of the few areas where the district could gain revenue rather than just cut expenses. **Key Questions:** - How is California school funding calculated based on Average Daily Attendance (ADA) vs. enrollment? - What is chronic absenteeism, how is it measured, and what are OUSD's current rates by school and student group? - How much revenue does OUSD gain or lose for each percentage point change in attendance? - What transportation barriers affect student attendance, and what programs address them? - What evidence-based interventions have proven effective at improving attendance in similar districts? **Five Resources:** 1. **[OUSD Data Dashboard — Attendance and Chronic Absence](https://www.ousddata.org/attendance-and-chronic-absence.html)** — OUSD's official data team provides interactive dashboards showing cumulative year-to-date attendance, daily attendance trends, and chronic absenteeism rates by school, grade level, and demographic subgroups. 2. **[California Department of Education — Principal Apportionment & LCFF](https://www.cde.ca.gov/fg/aa/pa/)** — The official state resource explaining how ADA drives school funding through LCFF. Includes funding rate tables, ADA calculation methodology, and reporting schedules. Essential for understanding why attendance directly impacts district revenue—California is one of only six states that fund schools based on ADA rather than enrollment. 3. **[Legislative Analyst's Office — K-12 Attendance Reports](https://lao.ca.gov/Publications/Report/4595)** — Nonpartisan fiscal analysis of California's attendance-based funding system. Recent reports examine post-pandemic attendance trends and how high-need districts are affected by attendance volatility. 4. **[Attendance Works — Oakland Case Study](https://www.attendanceworks.org/oakland/)** — A national nonprofit's detailed case study of OUSD's chronic absenteeism reduction efforts from 2010–2014, when the district reduced chronic absence from 16% to 11.9%. Documents strategies including family engagement, community partnerships, and data-driven interventions. 5. **[California School Dashboard — Chronic Absenteeism Indicator](https://www.caschooldashboard.org/)** — The state's accountability system includes chronic absenteeism as one of eight indicators, with color-coded ratings for all schools and districts. View OUSD's chronic absenteeism data by student group and compare with state averages. --- ### Focus Area 7: Instructional Programs & Academic Support **Current Spending:** $50+ Million | **Proposed Reduction:** Varies by program This includes network support teams, curriculum specialists, English Learner/Multilingual programs ($5M), summer programs ($7.4M), linked learning ($6M), and various academic departments. The district is restructuring Elementary Networks (from 3 to 1) and combining Middle and High School support teams. These cuts affect coaching, curriculum support, and specialized instructional programs. **Key Questions:** - What are OUSD's LCAP goals, and how is progress toward them measured and reported? - How do OUSD students perform on CAASPP/Smarter Balanced assessments compared to state averages and similar districts? - What curriculum does OUSD use for core subjects, and how are teachers supported in implementing it? - What instructional support (coaching, professional development) do Network teams provide to schools? - How are supplemental and concentration grant funds required to be used for high-need students? **Five Resources:** 1. **[OUSD Academics & Instructional Innovation (OpenOUSD)](https://openousd.org/central-programs/teaching-and-learning/)** — OpenOUSD's transparency page for the central office department responsible for curriculum development, common assessments, teacher professional development, and instructional coaching. Shows spending breakdowns, staffing levels, and funding sources. 2. **[California Department of Education — LCAP Resources](https://www.cde.ca.gov/re/lc/)** — The official state resource for the Local Control and Accountability Plan, the three-year planning document that guides how OUSD uses LCFF and other funding to meet goals for all students. Includes the eight state priority areas that must be addressed. 3. **[CDE CAASPP Test Results](https://caaspp-elpac.cde.ca.gov/)** — The California Department of Education's official portal for California Assessment of Student Performance and Progress (CAASPP) results. View OUSD's results by school, grade level, and student group. Essential for understanding academic outcomes and achievement gaps. 4. **[EdSource CAASPP Results Database](https://caaspp.edsource.org/)** — An independent, searchable database of Smarter Balanced test results with five-year trend data and achievement gap analysis by student group. Easier to navigate than the state's official portal. 5. **[California School Dashboard](https://www.caschooldashboard.org/)** — The state's official accountability system with color-coded performance indicators across eight areas. Shows both current performance and change from prior year. OUSD schools with "red" or "orange" indicators are required to address those areas with specific actions in the LCAP. --- ### Focus Area 8: Student Services & Whole-Child Supports **Current Spending:** $95+ Million | **Proposed Reduction:** Varies Community Schools & Student Services ($48M), Nutrition ($29M), Transportation ($17M), Health/Nurses ($6.6M), Counseling ($3.1M), and Athletics ($3.7M) all serve students' non-academic needs. These services are often funded through a mix of restricted and unrestricted funds. Cuts here affect lunch programs, bus routes, mental health support, and after-school activities. **Key Questions:** - What services does Community Schools & Student Services provide, and which schools have Community School Managers? - How does OUSD's restorative justice program work, and what outcomes has it achieved for suspensions and school climate? - What mental health, counseling, and behavioral health services are available at schools? - Who is eligible for district-provided transportation, and how do most students get to school? - What does the California Healthy Kids Survey show about student wellbeing, safety, and connectedness in OUSD? **Five Resources:** 1. **[OUSD Community Schools & Student Services (OpenOUSD)](https://openousd.org/central-programs/community-schools-and-student-services/)** — OpenOUSD's transparency page for the central office department coordinating whole child supports across OUSD. Shows spending and staffing for 40 "full service Community Schools." Services include after-school programs, school-based health centers, attendance/discipline support, restorative justice, social-emotional learning, and services for homeless, foster, and refugee youth. 2. **[OUSD Behavioral Health Services](https://www.ousd.org/behavioral-health-services)** — The official OUSD page for mental health and behavioral supports, documenting the district's expansion from fewer than 20 schools with on-site behavioral health providers (2000–01) to over 80 schools (2015–16). Funded through partnerships with Alameda County, City of Oakland, and OUSD. 3. **[California School Climate, Health, and Learning Surveys (CalSCHLS)](https://calschls.org/)** — The state-subsidized survey system comprising the California Healthy Kids Survey (CHKS) for students, California School Staff Survey (CSSS), and California School Parent Survey (CSPS). Measures school climate, student wellness, youth resiliency, protective factors, and risk behaviors. The public data dashboard allows comparison of district results to county and state averages across 23 indicators. 4. **[OUSD Social Emotional Learning](https://sel.ousd.org/)** — OUSD's comprehensive SEL website aligned with CASEL standards. Covers the district's Transformative SEL framework emphasizing identity, agency, belonging, curiosity, and collaborative problem-solving. 5. **[OUSD Restorative Justice](https://www.ousd.org/restorative-justice)** — Documentation of OUSD's nationally-recognized three-tier restorative justice model, launched in 2005 and expanded district-wide since 2011. Research from the Results for America catalog shows OUSD's RJ implementation reduced suspensions by 87% at pilot schools and significantly reduced discipline disparities for African American students. --- ## How to Engage Effectively ### Choose a Focus Area Select one or two areas from the list above that most affect your child or that you care most deeply about. You'll be more effective with deep knowledge of one area than shallow knowledge of many. ### Dig Into Resources The district maintains extensive public records that can help you understand the history and context of budget decisions. Take time to explore: - **Board meeting recordings**: Watch relevant sections of past Board meetings on the OUSD YouTube channel to understand how decisions have been discussed and debated - **Board agendas and materials**: Scan historical agendas to see how issues have evolved over time and what background documents have been presented - **Committee meetings**: Attend Teaching & Learning Committee, Finance Committee, or other relevant subcommittee meetings where detailed discussions happen before items reach the full Board - **Your school's SPSA**: Review the School Plan for Student Achievement to understand how your site's budget connects to district-wide decisions ### Participate There are multiple channels for making your voice heard. Use them: - Email Board members and district staff with specific, informed questions about your focus area - Provide public comment at Board meetings—prepare concise remarks that demonstrate your understanding of the issues - Attend meetings of the School Site Council (SSC), which reviews school-level budget and the SPSA - Join public meetings of the Parent Student Advisory Committee (PSAC) for district-wide LCAP input - Join public meetings of the Community Advisory Committee (CAC) if Special Education is your focus - Find a way to connect to parents with similar concerns at other schools to coordinate advocacy ### Create Informed Opinions The ultimate goal of this engagement is not just to ask questions, but to develop and articulate informed positions on the issues that matter to you. When you've done the work, you should be able to: - Explain the trade-offs involved in your focus area—what are the costs and benefits of different approaches? - Answer questions from other parents, neighbors, or community members about the budget situation - Speak credibly at public meetings because you've done your homework - Offer constructive suggestions—not just what shouldn't be cut, but where cuts might be more acceptable - Engage in good-faith dialogue with district staff and Board members as a knowledgeable partner, not just a concerned constituent **Informed parent voices carry a lot of weight. When you can demonstrate that you understand the constraints, the history, and the competing priorities, your input becomes harder to dismiss and more likely to shape outcomes.** ## A Note on This Framework This framework was developed to support parent engagement in the OUSD budget process. The financial figures cited are drawn from district documents presented to the Board in late 2025, including Resolution 2526-0177 and associated presentations. Some figures represent historical spending while others represent proposed reductions. The district's final decisions may differ from current proposals. *Important caveat: Much of this information is incomplete. The district itself notes that many proposed reductions are "pending" or "TBD." This framework represents our best understanding based on available public documents, and details will evolve as decisions are finalized.*