Highlights of a state survey of educational programs to assist limited-English-proficient (LEP) students in Idaho's elementary and secondary schools are reported. An introductory section describes the legislative background and history of the survey and the methods used to gather data on programs and students. These methods include questionnaires, site visits, and school district records. The first part of the report summarizes student and program data, including LEP enrollments as a proportion of overall enrollments, student distribution by home language, migrant student population, academic achievement levels, number of public school students receiving instructional services designed for LEP students, the instructional models and services used to help LEP students develop English language skills, and staffing for this population. The report's second part describes state activities providing technical assistance to the schools, including preservice and inservice teacher education and on-site legislative compliance reviews. It is concluded that intensive efforts to serve this population continue statewide, there is little consistency in the approaches used by districts to provide services, identification occurs more commonly in the lower grades, and 585 students needed but were not receiving services. Survey results from the schools are collated and appended. (MSE)