This document is a curriculum guide for teaching daily living skills to special education students enrolled in high school vocational education courses. The curriculum was prepared from a review of the research and a formal assessment questionnaire of what students, parents, and special education teachers and administrators in Prince George's County (Maryland) public schools considered minimal functional skills and knowledges that students should have acquired prior to graduation from the program. The guide encompasses nine competencies: managing finances, mobility, personal and family maintenance, housing, consumerism, member of society, worker, and leisure time. All of the competencies are interrelated and have common cores of development, facilitating individualizing instruction. Each competency is comprised of sub-competencies (general concepts involving abilities/knowledge of functional skills), and each sub-competency is further refined into statements of learning goals (more specific statements of enabling skills in terms of the particular sub-competency). Each learning goal is then tied to specific behavioral outcomes--specifically identified skills to be mastered by the student. Prefacing the introduction of each competency is a narrative overview describing the purpose and significance of the competency. Keyed to the behavioral outcomes for any given learning goal are teaching activities, functional vocabulary, competency cross reference, and suggested materials. In addition to nine units made up of the competencies and their subparts, the curriculum guide also includes teacher/administrator instructions, an Everyday Skills Program "starter kit", a reading component, and a student profile chart. (KC)