The first section of the paper describes how the role of the special education resource teacher can be expanded to include a consultative component. This redefined role include direct, data based instructional services by the special educator as a resource teacher and indirect regular class assistance by the resource teacher as a consultant. Recommendations are included for altering current referral procedures and implementing a noncategorical service delivery model. The second section presents the actual child change data for some students who have received direct data based reading instruction under this model. A direct reading instruction approach is defined and further explained by use of an illustrative case study. The third section describes types of consultation services that have been successfully implemented by consulting teachers in training. Examples of consultation projects are reported that include the targeted academic or behavior problem and the type of strategy that has been used to remediate the problem. (Author)