The report describes goals and accomplishments of a project designed to develop an assessment and training system for secondary level severely handicapped students. The project focused on developing program-related assessment in functional self-care and community living skills. Ten project objectives and their sub objectives are listed in the introductory section, along with information on the theoretical basis of the Community Living Assessment System (CLAS) and its accompanying curriculum materials. Development of CLAS content through task analysis of core skills and clusters and organization of content into levels of complexity is described. Standardization and validity factors are noted. In the final section, five contributing philosophical orientations are identified (emphasis on normalization, direct instruction, functional skills, interactive processes, and task analysis) and an overview of the curriculum is presented. Results of a field test of the curriculum with 60 teachers and 240 severely/profoundly retarded students were largely positive and were used to revise lesson plans. (CL)