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Oakland Unified School District’s early literacy program has found new leadership in Dr. Jamilah Sanchez, who took over as Director of Early Literacy earlier this year. With a rich background in education and a passion for literacy development, Dr. Sanchez brings both experience and vision to this critical role.

Dr. Sanchez’s journey began in San Francisco, where she worked with students with learning disabilities. “Teaching reading and writing to students with learning disabilities became my entry point into the critical world of foundational literacy,” she explained. This experience shaped her understanding of how essential targeted literacy instruction is for all learners.

“I firmly believe that literacy is a pathway to freedom,” Dr. Sanchez said.

After joining OUSD in 2013, Dr. Sanchez served in various roles, including as a reading intervention teacher, teacher coach, and Assistant Principal, before moving to the central team as a Literacy Coordinator in 2017. Her personal experiences also inform her work.

“As a parent of three children, including a neurodivergent child whose reading development does not come naturally, this work takes on an even greater urgency,” she shared. “We must provide all students in OUSD with access to high-quality, evidence-based literacy instruction to become confident and capable readers, writers and communicators.”

Dr. Sanchez’s short-term priorities include implementing a comprehensive assessment system, strengthening Tier 1 instruction with culturally sustaining materials, and refining the district’s Multi-Tiered System of Support (MTSS). Long-term, she aims to achieve measurable student growth, establish a sustainable literacy ecosystem, and build capacity among teachers, literacy coaches, and school leaders.

“My priorities and goals, both short-term and long-term, directly support the  OUSD Language and Literacy Framework and vision: ensuring ALL OUSD students learn to read, write, and communicate effectively,” she said.

OUSD’s central Literacy provides schools with universal supports while also addressing individual site needs. “We often have central coordinators or coaches partnering deeply with just a few sites to help them achieve their site-specific implementation goals and refine their site-based systems for PLC, coaching, and data analysis,” Dr. Sanchez said. “This model of support allows us to further the coherence and alignment of our literacy program while tending to specific contexts and individual site needs.”

“Our most important new initiative of 25-26 will be to support our Tier 1 Foundational Skill curriculum roll out in Kinder, 1st and 2nd grade,” Dr. Sanchez said. This ensures every student receives grade-level foundational skill instruction with high-quality materials.

When we asked Dr. Sanchez what she wished people knew about the literacy landscape, she emphasized both the urgency and complexity of the work and the ways the district and communities are rising to the occasion:

“If I could convey a few key understandings about literacy and public education in Oakland,” she said, “I would emphasize these points:

1. Oakland’s Richness and Resilience: Oakland is a vibrant and diverse community with incredible cultural wealth. Despite challenges, Oakland’s educators, families, and students demonstrate remarkable resilience and dedication to learning.
   
2. The Urgency of Literacy: Literacy is not just about reading; it’s about empowerment, opportunity, and social justice. Addressing literacy gaps is a critical priority for Oakland. We must provide all students with the foundational skills they need to thrive. It is not a reflection of the students’ abilities, but a reflection of the system that needs to be improved.
   
3. Oakland Providing a Model: We began our shifts and journey towards stronger alignment to evidence-based literacy instruction prior to a lot of the national press around the “Science of Reading” and podcasts like “Sold a Story.” We have hosted several surrounding district leaders and shared our processes for visioning, curriculum adoption, setting up systems for professional learning and coaching, and developing a tiered support model.
   
4. The Complexity of Literacy: Literacy development is a complex process that requires a multi-faceted approach. Effective literacy instruction includes strong foundational skills, knowledge-building, culturally responsive teaching, and a clear focus on language instruction. We are one of few CA districts to have adopted a curriculum stamped by the Knowledge Matters Campaign as truly knowledge-building. It also requires addressing systemic inequities that impact student learning.
   
5. The Power of Community: Improving literacy outcomes requires a collective effort. We need strong partnerships between schools, families, community organizations, and policymakers. A lot of our momentum and change has been accelerated by the support of our community partners who have engaged in strategic planning processes with us, provided funding for key initiatives, or been capacity builders to support our priorities. 
   
6. Commitment to continuous improvement: We implement evidence-based practices, invest in teacher development, and leverage data to drive decision-making. We are working to create an equitable system, and that will provide every student with the opportunity to become a proficient reader.
   
7. The Importance of Early Intervention: Early literacy is the key to lifelong learning. Identifying students who are at risk of reading difficulties, and providing them with timely and effective interventions is essential.
   

We’re looking forward to continued collaboration with the OUSD Early Literacy team and supporting the work to strengthen and support Oakland’s literacy ecosystem.