Language assessment procedures developed by the Houston Independent School District were undertaken to identify limited-English-speaking-ability (LESA) students, mostly Mexican-Americans, for bilingual instruction. Six phases of program development were included: (1) goals, policies and procedures; (2) language assessment; (3) instructional programs; (4) recruitment and hiring of bilingual teachers; (5) staff development; and (6) community involvement. A six-step language assessment procedure was implemented: a parent survey; identification of LESA students needing further assessment, using achievement test scores; a teacher survey; identification of students with English language deficiencies, using the Language Assessment Scales; enrollment in bilingual programs; and testing students for placement in the bilingual program. It was found that assessing proficiency in English and the home language, including frequency and patterns of usage in each language and language achievement, helped to overcome some of the weakensses in the identification procedures. (Appendices include the Parent Survey of Home Language--English and Spanish versions, and the teacher Survey of Student Language). (MH)