Data on Idaho's limited-English-proficient (LEP) population and the educational services provided to them are reported, as required by federal regulation governing Elementary and Secondary Education Act TITLE VII grants. The first part summarizes the information gained from data collection in 54 school districts, focusing on size and characteristics of the LEP student population and LEP program models and staffing. The second part reports on state technical assistance activities, including workshops on identification and instruction of LEP students, development of a teacher handbook, production of staff development materials, and school district site visits to monitor legal compliance. In the third part, conclusions are drawn, including the following: (1) LEP students are performing below grade level; (2) there is little uniformity among districts in their approaches to identifying LEP students; (3) identified children are concentrated in the lower grades, probably due to inadequate assessment techniques; (4) there is little uniformity in program and instructional design, although aide assistance is common; and (5) instruction in English as a Second Language is not sufficient intervention by itself, but should be combined with other means as individual needs suggest. Appended materials include summaries of school district LEP program application, assessment, and site visit data. (MSE)