Iowa's guide to developing and implementing programs for the state's limited-English-proficient (LEP) school population addresses issues in developing policies, identifying student needs, and planning educational programs. The first chapter discusses the legal and educational rationale for providing equal education to the LEP population, outlining relevant federal court litigation and Iowa's mandate and standards. The second chapter lists school district planning tasks (including policy considerations, parent and community involvement, establishment of entry, exit, and other criteria, program design, student placement and progress) and sources of program funding (local, state, and federal). The third chapter discusses student assessment procedures and instruments, and includes some sample forms and criteria of language proficiency. Chapter four outlines the characteristics, goals, and instructional strategies associated with two general program models, English as a second language (ESL) and bilingual instruction (ESL with first-language assistance). Proportions of instructional time devoted to language and content areas in transitional and language-maintenance programs are also charted. A chart of assessment instruments for oral language proficiency and reading skills and a list of state and national organizational resources for program development are appended. (MSE)