This paper examines how educational organizations operate internally by treating decision-making as the execution of epistemically admissible fiscal–administrative information, rather than as a narrative account of professional judgment, intent, or professional discretion. Drawing on Fiscal Epistemology, the paper treats policy rules, administratively recorded student movement, and funding and compliance provisions as rule-encoded evidence structures that specify what counts as admissible information, when decisions are triggered, and how organizational actions can be legitimately executed and closed. The analysis introduces a descriptive framework that models organizational decision-making through discrete decision nodes, each defined by trigger conditions, admissible evidence, allowable actions, and recordable outputs. This framework renders internal decision execution observable through routine administrative records rather than interviews, narratives, or evaluative claims. It enables comparison of decision precision across governance levels, including provincial rule design, district-level procedures, and school-level execution, without attributing variation to intent or policy preference. As a representational support, the paper situates these rule–capital events on a fixed X–Y coordinate plane to render institutional “tension” observable as a structural property of rule alignment under fiscal constraint, rather than as a normative or political claim. The contribution is a reusable epistemic reading grammar that makes internal decision mechanics legible, comparable, and portable across educational contexts while remaining descriptive and non-prescriptive.