In 1984-85, the Bilingual Program of New York City's Erasmus Hall High School was in its second year of a 3-year funding cycle, and served 220 students of limited English proficiency (LEP). The program population included 190 Haitian students, in addition to 21 Hispanic, eight Asian, and one Middle Eastern student. All program participants received English as a second language (ESL) instruction. Native language arts instruction was available for the Haitian and Hispanic students; bilingual classes in mathematics, science, social studies, and typing were available in Haitian Creole/French. The major instructional goal was to provide students with special assistance in English to help accelerate their movement into mainstream academic classes. A combination of Title VII and tax-levy funds supported administrative staff, instructional services, and paraprofessional assistance. Development activities for staff members included monthly meetings and workshops, and attendance at university courses. Parents were involved through a parents' advisory committee and telephone contact with project staff. Supportive services to program participants consisted of academic, personal, career, and college counseling. Tutoring was provided during lunch periods, after school, and on a pull-out basis during class time in Chinese, French, and Haitian Creole. (KH)