This report describes Project Progreso, a federally funded project that served 240 Spanish-speaking students of limited English proficiency in special education Modified Instructional Service classes in kindergarten through sixth grade in the Bronx, New York. Participating students received instruction in English as a Second Language (ESL), native language arts (NLA), and content area subjects. The main project goal was to promote the acquisition of native and English language skills, which were assessed by standardized tests. Six paraprofessionals and 22 teachers of participating students were offered monthly staff development activities consisting of inservice programs and classroom consultations. Additional project activities included referral to ESL and General Education Diploma classes for parents and parent advisory committees. A Likert-type questionnaires were used to evaluate staff development and parent education activities. Students met objectives for content area subjects, but did not meet project objectives for ESL and NLA. Teachers increased skills and knowledge. Appendices include: a list of 298 student and staff instructional materials with grade level, publisher, and date, and staff and parent questionnaires. (SW)