This document describes a community resource plan developed for rural special educators at a small elementary school near Salem, Oregon. The plan was designed for the specific needs of rural special educators, who generally have greater need for materials, personnel support, and financing than their urban counterparts. The resource plan includes: needs assessment; grant writing; cross-age and peer tutor training; the use of volunteers and paraprofessionals; implementation; and evaluation. To implement the plan, a model special education teacher must first perform a self assessment using Frank Hewitt's (1980) list of competencies as a framework. The school's resource room program is then evaluated. A community resource plan cannot be implemented until one establishes the basic components of an effective resource room. Finally, a teacher should assess the needs of the students, define the necessary clerical tasks of the proposed program, and prioritize the levels of service being offered. Once initiated, the community resource plan should include elements of recruitment, orientation, selection, placement, training, and evaluation. Cross-age and peer tutors may be trained using a similar format to one used for training community volunteers. After the program was instituted, the number of referrals to the school's multidisciplinary team dropped by 75%, as did the number of students eligible for special education services. (TES)