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School Programs

We are committed to the development of the mind, body, and spirit of every student through the unified efforts of the school, family, and community; supported and nurturedby appropriate funding and training, accountability, teamwork, and advocacy.
We believe in fostering new ideas and challenging boundaries that will enhance the quality of life and self-worth of all individuals.
The Resource room provides specialized instruction to students with disabilities in the elementary schools. The types of services delivered are varied and are dependent upon the student’s individual unique needs. These services range from consultation services
from a Consulting Resource Teacher/Technical Assistant (CRT/TA) to the direct delivery of services in a regular classroom by a regular classroom or service provider or the direct delivery of services in the resource rooms by a Resource Room Teacher
(RRT) or service provider. (NOTE: Each elementary school administrator is responsible for securing the Resource Room teaching positions needed to provide the services to the students in their school. Because of this, the responsibility of the supervision of the RRT falls directly to the individual school administrator.)
Part of the services the Special Education Preschool/Elementary Programs provides is that of the IEP Coordinator (IEPC), or Case Manager. The IEPCs play a critical role in the Preschool and Elementary programs in the Department of Education (DOE) school
system. The primary responsibility of an IEPC is to manage all cases from suspicion of a disability, referrals, evaluations, and special education meeting documents from the Individualized Education Programs (IEP) of students in compliance with the IDEA rules
and regulations. The IEPCs are the liaisons between the schools and the Division of Special Education. In addition, the IEPCs provide the necessary support and expertise to school staff to ensure successful implementation of special education services to students who are entitled to receive these services.
The Preschool/Elementary Program also supports the Guam Department of Education by coordinating the services students with special needs as stipulated in their IEPs and supporting the educational teams with meeting the needs of their students with disabilities; which can range from students needing one-to-one support during the school day, training to school personnel, or services that are outlined in a child’s IEP.

IEP Coordinator (Preschool & Elementary)


General Responsibility:

Ø  To monitor the implementation and compliance of the IEPs of students in the ECSE Program and within the Guam Department of Education public schools by facilitating child find activities with the school and community.


Specific Responsibilities:

Ø  Ensure the appropriate referrals are made and coordinate the assessment efforts.

Ø  Schedule eligibility meetings, initial IEP placement meetings, IEP review meetings, and re-evaluation meetings.

Ø  Facilitate the dissemination of notices for the necessary meetings.

Ø  Complete and process all required documents related to the IEP process and ensure that all parents and the school receive their appropriate copies.

Ø  Document all team meetings and ensure that documents are appropriately filed in the Data Office and in the school cumulative folders.

Ø  Consult with the school in relation to the services provided through the Division of Special Education and describe the range of services available.

Ø  Participate and consult with GEIS service coordinators in the planning, transitioning, and implementation of services for students moving from Part C to Part B programs (Preschool IEPCs).

Ø  Consult with other Division personnel to obtain additional information for individuals requesting the information (school, parents, etc.).

Ø  Assist the school and parents in exploring appropriate interventions for students or children who are identified as experiencing difficulties (in school, at home, or in the community).

Ø  Consult with the Language Other Than English (LOTE) Coordinator within the schools in the identification, assessment, and placement of limited English proficient student (LEP).

Ø  Act as a liaison between the school, the Division of Special Education, and other service agencies such as Mental Health, Public Health, etc. for the provision of services for students with disabilities.

Ø  Participate as a core member at in-school referral meetings or meetings with GEIS to assist in determining whether a referral to SpEd is appropriate or whether there should be a continuation of services from Part C to Part B programs.

Ø  Facilitate in the identification of the areas of suspected disability and the composition of the assessment team.

Ø  Provide technical assistance to program teachers. This may include but not be limited to, scheduling meetings, modification implementation, IEP issues, communicating with parents, and retention issues.

Ø  Maintain on-going communication with the Division of Special Education concerning the status of services within the schools.

Ø  Provide an orientation to staff regarding referral procedures and access to services.





Ø  Work hours vary depending on the assignment. It is understood that the hours will be consistent from day to day unless needs change (i.e. student leaves school or student requires more assistance). Some situations will require the set duty hours to be when school is in session; while other needs may require additional time after school.

Ø  If the student is absent, the aide may be assigned by the school administrator to assist another student requiring 1:1 assistance; or to assist the resource room teacher in working with other students receiving special education services.

Ø  An aide should not be assigned to cover as an on-call substitute teacher in any class.

Ø  Depending on the student’s unique needs, the aide will supervise the student during instructional and non-instructional times. Other duties given to the aide should not interfere with the primary responsibility of following the daily schedule and/or routine as described in the student’s IEP.

Ø  Training workshops: All aides will be required to attend any schedule workshops. The aides may also participate in workshops school administrators have scheduled for other employees at the school.

Ø  Primary duties: The aide will be assigned to a student needing 1:1 assistance as indicated in the IEP. The classroom teacher will provide the lessons, materials, and general instruction on what the aide is to do. The aide will assist in providing direct instruction the student and may include other students in a small group activity.

Ø  Self-help needs: The aide may be required to assist a child with feeding, toileting, dressing, and other self-help skills.

Ø  Behavior Management: Aides will assist with the implementation of appropriate behavior management strategies prescribed in the student’s IEP. The aide has an important role in assuring consistency in behavior management and other program areas.

Ø  Communication and Data Collection: The aides may be asked to assist the teacher in collecting, recording, and graphing data related to the student’s programs. If the student has a communication journal that requires some written feedback to parents, it is the TEACHER’S responsibility to record the information – not the aide. The aide may be asked to provide information, but the communication is primarily between the teacher and the parent.

Ø  Meetings: The aide may be required to meet with the teacher or administrator at the end of the day to provide or be given feedback and recommendations necessary for developing and evaluating the student’s program. The aide may also be invited to participate or provide written information for the child’s IEP meeting, as the aide is certainly an important part of the child’s educational program.

Ø  Assisting the teacher: Aides will assist the teacher by preparing (copying, collating, developing) materials for students, set-up or put away equipment, and in general, assist the classroom teacher in preparing the lessons and the classroom for instruction.

Ø  After completing all tasks relating to the student’s IEP, the school administrator has the authority to assign other related duties or school tasks, such as assisting in student supervision, answering phones, and general light maintenance, etc.

Ø  Because these responsibilities affect the academic and social growth of students with disabilities, the aide must be committed to meeting the needs of his or her assigned student. In addition, the aide must understand that every student with a disability has the right to confidentiality. This means that student names and issues cannot be revealed or discussed with other individuals not involved directly with the student.

Subpages (1): CRT-TA