This report describes the following five areas of compliance in the Philadelphia (Pennsylvania) public school Remedial Plan for Services to Asian Limited English Proficiency (LEP) students: (1) counseling services; (2) assignment of students to English-as-a-Second Language (ESOL) Levels 1 and 2; (3) pupil support committees (PSCs); (4) personnel/deployment of Asian staff in an Asian language; and (5) instructional materials. The study gathered data using Compliance Checklists completed in December, 1990. The following results are highlighted: (1) 22 of 32 New Instructional Model schools reported that Asian Bilingual Counseling Assistants were helping LEP students with their adjustment to the school setting; (2) 26 schools reported that ESOL level 1 students were preliterate in both English and their primary language and that students were carefully monitored for prompt movement to ESOL Level 2; (3) 29 schools reported that students experiencing significant learning and/or adjustment problems had been referred to the PSC, and in all but one case, the PSC had met about these students; and (4) the School District appointed 27 new Asian bilingual employees in the 1990-91 school year. The report describes district efforts to recruit Asian bilingual personnel. Statistical data are included in nine tables. An appendix making up 75% of the document contains 41 tables listing instructional materials used in ESOL classes and in sheltered and co-taught classes in 41 high schools, middle schools, and elementary schools in Philadelphia. (JB)