This is the first in a series of papers on research, development, and training for bilingual/multicultural education. The first two sections of the paper describe Task Force findings specifying remedies available for eliminating past educational practices ruled unlawful under Lau v Nichols, particularly the section dealing with identification of the student's primary language, and the Chacon-Moscone Bilingual Education Act, California, which provides for identification of limited-English-speaking pupils in each school district. Next, the language census undertaken to comply with the Chacon-Moscone Bilingual Education Act, is described. The purpose of the census was to determine the number of limited-English-speaking pupils and to classify them according to primary language, age, and grade level. Subsequent sections describe the San Diego Observation Assessment Instrument; staff training; data analysis; criteria for placement of students; and the selection, adaptation and implementation of the San Diego Instrument by the State Department of Education. Finally, methodological issues are discussed, including problems encountered in scheduling, printing and delivery, technical quality of the test, and instrument validation. Appendices include lists of tests and publishers and copies of the following documents: the letter to parents from the Superintendent's office, the questionnaire to be completed by the parents, and the language assessment instrument. (AMH)