Against a background of declining student performance and fragmented programs, the Oakland (California) Unified School District reorganized its reading programs and instructional support personnel. This included reorganization of the central office, new positions, and a new department of curriculum and instruction. An instructional strategy council was established, which included parents and citizen leaders, as well as school staff. Technical task teams composed of teachers, administrators, and instructional support personnel were formed to serve the instructional strategy council; they were charged with developing learning expectations and curriculum guides in specific subject areas. This paper includes a list of points to consider in evaluating reading programs. (AA)