Give Hispanics more say on bilingual plan Mario Gallegos Houston Chronicle Sunday, June 20, 1999. THE Houston Independent School District has the most comprehensive and forward-looking plan for the implementation of a sound, research-based bilingual education program in the United States. Over the years HISD's Multilingual Department has developed the necessary curriculum, provided sound training and exhibited the necessary leadership for the implementation of the state-required bilingual education program. The district's Research and Evaluation Department has tracked students from entry to exit and has continually focused on providing data which has been used to improve bilingual-program design in order to improve student achievement. The existing HISD bilingual-program designs have been highly acclaimed by the state and have proven to be consistent with the state Board of Education policies and the Texas Education Agency commissioner's rules for educating limited-English-proficient students. Prior to bilingual education, the attrition rate of Hispanic students in Texas was close to 90 percent. This means that only 10 percent of the Hispanic population of students was graduating from our high schools. Statistics reflect that prior to 1970, few Hispanics made it past grade nine, and that the number of limited-English-proficient students making it was negligible. Minority-language students have always received less than an adequate opportunity to achieve in Texas public schools. These students have been and remain the most educationally vulnerable group in our school system. Further, the available research tells us that it takes from five to seven years to acquire English language proficiency to enable limited-English-proficient students to learn in English. Certainly, we want all LEP children to gain their second language of English and to become proficient in listening, speaking, reading and writing. However, the research clearly indicates that proficiency and literacy in a second language (English) is best attained through full development of literacy skills in the native language (Spanish). All skills from one language transfer to the second. You only need to learn to read once. Furthermore, the native language must be maintained if these students are to compete in a global society. Throughout their schooling, children will develop comprehension and content skills in their native language, mastering all reading skills while they are acquiring proficiency in English. Students should develop full reading proficiency in their native language prior to moving into English reading. Students have to learn all the academic work in science, social studies and mathematics and also pick up all the socialization skills that all children have to learn. In addition, they must learn English, a very difficult and irregular language. All of this must be done in the same amount of time that English speakers take to learn in only one language. Research has shown that students who have been moved into English reading too quickly without having fully developed reading proficiency in their native language falter in later schooling. The challenge is enormous! The available research indicates that the English immersion, English-as-a-second-language, pull-out model is the least effective method for providing academic learning for limited-English-proficient students. This blueprint specifies that students should learn to read in English "quickly," or as soon as possible, which goes against the research. Does this mean that students in bilingual education should not be taught to read in Spanish? A policy should not be vague when the research is so clear and the time line has been statistically proven to be effective. The proposed HISD blueprint for modifying the district's bilingual education program, made public last week, also specifies the need for an accelerated English language program, which again, goes against the research, especially if it de-emphasizes Spanish reading. The accelerated English model is the least effective method for providing academic learning for limited-English-proficient students. The English-immersion approach has never been an effective approach to educating limited-English-proficient students and there is ample data to back this up. Consistency and continuity of program should be improved in order to ensure that every limited-English-proficient student is provided an effective program from entry to exit. The detractors should make the district's shortage of bilingual teachers a priority. Almost 50 percent of the limited-English-proficient students in Texas are not receiving bilingual learning opportunities because of the critical shortage of bilingual teachers. The HISD board's "Beliefs and Visions" statement should also indicate that "every child be given full opportunity to succeed in school." There are some individuals who would have you believe that this issue is not political. After reviewing the language of the HISD blueprint, the League of United Latin American Citizens, states that it is deeply concerned with the strong "English only" jargon and content embedded in the language. In addition, the Mexican American Legal Defense and Educational Fund attorneys have noted that the mission statement of this document is completely void of any language recognizing a commitment to bilingual education. As Peter Roos of the Multicultural Education Training and Advocacy Inc., the lead attorney in the challenge to Proposition 227, the successful English-only referendum in California, has stated, HISD Board trustees Jeff Shadwick and Gabriel Vasquez have taken a page out of the 227 book by coupling English language assessment with programming dependent upon a parental opt-in. Bilingual education is a sacred issue in our Hispanic community. Many people have sacrificed to get bilingual education legislation enacted. This battle has been fought in state capitals and state and federal courts all over the United States. Many Hispanic leaders view the issue of bilingual education in the same way as African-American leaders view civil rights legislation. They resent the fact that a change of HISD's bilingual education policy can be proposed without first seeking input from the Hispanic leaders. STATE SEN. MARIO GALLEGOS; Gallegos is a state senator from Houston. His mother, Olga Gallegos, is a Houston Independent School District trustee.