The resource room guide developed by Grand Island, Nebraska, schools is intended to help elementary level resource room teachers and the IEP (Individualized Education Program) team select services and curriculum to meet the mildly handicapped student's specific educational needs. The introduction describes the national background of resource room programs and the specific purpose of this guide. The following considerations for development of the resource room program are introduced: instructional goals and objectives; and principles of effective instruction--motivation, sequential teaching, models and cues, drill and practice, response generalization, analytical teaching, scheduling resource room students, and general classroom guidelines. The definition, development, and use of curriculum-based assessment are explained next, followed by general curriculum modification procedures. Computer-assisted instruction is considered in terms of educational and curriculum compatibility, and computer objectives are considered in terms of computer awareness and computer interaction skills. The section on curriculum for secondary school transition addresses content, transition skills, academic skills, self-management/study skills, social/adaptive behavior, secondary orientation, and transition curriculum teaching steps. This is followed by a description of the Instructional Materials Evaluation System, the Fry Readability Formula, and resource room exit requirements. A four-page list of references and an extensive list of curriculum materials are appended. (DB)