This report evaluates a program designed to supplement the basic educational services, provided by New York City's Division of Special Education, for Hispanic handicapped students with limited English proficiency. In 1980-81, the program served 129 students in nine public schools (seven elementary and two intermediate) and one private school in the Bronx, New York. Services provided included direct individualized instruction, resource assistance, staff development, and parent training for greater involvement. The program was evaluated using data from pupil achievement measures, teacher attitude and observation scales, and staff interviews anc classroom observations. Based on the findings, it is concluded that (1) the program provided an effective and comprehensive system of educational services that developed the instructional skills of the staff and the academic skills of the students; (2) the proposed criteria for mathematics, oral-English proficiency, social studies, science, and English reading were met; (3) all classroom teachers manifested a positive attitude toward program services; (4) program-parent communication was maintained through parent workshops and home visits; and (5) a program guide curriculum in reading, mathematics, social studies, and science was developed for handicapped students. Recommendations include continued emphasis on individualization of instruction, the development of additional curricula and instructional materials for bilingual special education, systematization of parent-involvement activities, and more emphasis on the transition from Spanish to English in language instruction. (AOS)