Reported on are the procedures used to analyze the content validity of a job or program function approach to training special education resource teachers (SERTS). A model for making program decisions is noted to include five data collection phases: problem selection (describing numerically the difference between the referred student's actual and desired behavior); program selection (selecting and testing a variety of alternative programs); program operationalization (determining whether the program is being implemented as planned); program improvement (holding on to program plans which succeed in bringing about meaningful changes while dropping unsuccessful plans); and program certification (evaluating the success of the program in achieving goals). It is noted that trainees are evaluated regularly to determine their mastery of specific actions, and that individual program modifications are made based on such evaluations. The results of a survey to assess the perceived importance of program activities to 38 trainees are summarized. Included are tables on the model for data based program modification and on the survey of SERTS trainees. (SB)