Project SAMS (Skills, Activities, Matrixing System) was designed to develop and validate a curriculum process for educating students with profound disabilities. Central to the 3-year curriculum process was matrixing, or integrating, basic developmental skills across multiple functional, age-appropriate, and integrated activities. Components included the following: (1) assessing families to determine valued activities and routines for instruction; (2) assessing school and community environments for the selection of activities needed for functioning in current and future integrated environments; (3) assessing activities for the selection of basic developmental skills or skill steps in a chained task of instruction; (4) developing instructional objectives based on a concept of partial participation; (5) scheduling activities throughout the whole instructional day; (6) writing Individualized Education Programs; and (7) developing data collection and analysis procedures. The process was developed and evaluated with 14 teachers and 45 students with profound disabilities. The curriculum process was rated highly positive by both teachers and parents. The staff development course was rated very highly by teachers and administrators. Student progress data indicated greater learning and generalization than in previous years. Teacher maintenance of the process was high. Much of the document consists of the SAMS curriculum process guide and appendices that provide detailed behavioral objectives and other project material. (DB)