The Texas Successful Schools Study profiled the contributions of programs, policies, and school personnel to the academic success of limited English proficient (LEP) students in seven successful elementary schools. This guide shares study information with school administrators to assist them in designing, implementing, and enhancing programs for LEP students. Chapter 2 briefly describes the study questionnaires and gives exercises and examples for administrators to use in assessing, planning, and implementing programs for LEP students. Teachers in the successful schools relied on teacher-made informal inventories, portfolios, benchmark testing, and end-of-unit tests to monitor student success in acquiring literacy in both languages. Chapter 3 profiles a summary of timelines used in the seven successful schools, as well as a description of the test instruments used in the assessment practices noted by the research team. Chapter 4 profiles the instructional frameworks used in each of the seven successful schools and the time consideration given to both languages, as well as the treatment of LEP students' affective, linguistic, and cognitive needs. Chapter 5 describes how study findings may be adapted or replicated in ESL and Title I programs to enhance programs and service delivery for either LEP or non-LEP students in schools not required to offer bilingual education. Six appendices present research questions, study directory, instructional models, other effective practices, a directory of education service center contact persons, and a guide evaluation form. (TD)