This paper focuses on planning, development, implementation, monitoring, and evaluation of a competency-based curriculum that could be a model or guide for state correctional systems. Chapter 1 addresses the need for strong educational leadership to effect change in the curriculum of a prison system. Chapter 2 contains background and problem statement; chapter 3 provides definitions of terms. The discussion of planning in chapter 4 covers planning and advisory committees, determining competencies needed, designing a framework and philosophy, preparing a plan of action, planning for evaluation, developing a reporting system, and planning and designing a followup system. Chapter 5 concerns the two principal parts of the development process--staff training and development and curriculum development. The focus of chapter 6 is implementation, including staff training and development at the institutional level, student assessment, implementation of instruction, and followup. Chapter 7 briefly discusses learner assessment. Chapter 8 outlines by level and function major monitoring functions and suggested responsibilities. In chapter 9 three major evaluation components are outlined: program evaluation (formative), folowup study of parolee success (external evaluation), and summative evaluation. Evaluation activities are suggested. Following a summary (chapter 10), chapter 11 describes competency-based curriculum development in the California Department of Corrections. (YLB)