In 1997-98, the Austin Independent School District (AISD) (Texas) received a 2-year Title VII Enhancement Grant to serve limited-English-proficient (LEP) students and their teachers at Fulmore Middle School. The Rethinking Education for Minority Students (REFORMs) grant was intended to enhance the existing English-as-a-Second-Language/Transitional Bilingual Education (ESL/TBE) Program through professional development, materials acquisition, and parent education. An evaluation shows that 29 teachers participated in at least 30 hours of professional development, and 24 of 26 tested teachers earned ESL certification, meaning that more than half of Fulmore's teachers have ESL certification. Professional development was facilitated through a variety of traditional and nontraditional activities. Fifty-four parents participated in adult ESL/General Education Development test activities, and seven parents participated in monthly meetings. In 1997-98, LEP students had higher percentage passing rates on four of nine comparisons from the Texas Assessment of Academic Skills, and project students in grades 6 through 8 scored at or near the national median on a Spanish test of content knowledge in mathematics, social studies, and science. Student attendance and dropout rates were also better than for comparable schools in the district. Recommendations are made for program improvement. Appendixes contain the professional development model, a description of professional development materials, and supplementary instructional materials. An outline of second-year activities is also attached. (Contains 11 tables.) (SLD)