The purpose of this report was to describe the first year of the implementation of a bilingual program consisting of three levels of instruction: preliterate, beginning, and intermediate. Students were placed in one of the three levels following state and district guidelines. The instruction implemented was designed to serve students with little or no English facility. In addition, it addressed the needs of those limited-English-proficient students with little or no formal schooling, a condition that resulted in a low level of academic achievement. The program that was used employed both English and Spanish as the medium of instruction. The present evaluation involved analysis of students' standardized tests data, a staff survey, a parent survey, a student survey, and class observations. The findings indicate that students in the program made significant progress in Math and Spanish Reading. At the end of the first year, English oral proficiency of students was at the Non-Speakers level. All participants in the program including students, teachers and parents, expressed satisfaction with all of the program components. Recommendations for improvements are discussed. (Contains two references.) (Author/CK)