(c) By December 31, 2009, the Deputy Mayor for Education shall submit to the to the Council for approval, by resolution, and to the State Board of Education for review, a plan describing the framework that it shall use to develop a statewide, strategic education and youth development plan (“EYD plan”). (d) By September 30, 2010, the Deputy Mayor for Education shall submit to the Council for approval, by resolution, and to the State Board of Education for review, the EYD plan, which shall include: (1) A clearly articulated vision statement for children and youth from zero to 24 years of age; (2) Stated goals and operational priorities; (3) An assessment of needs, including a showing that the comprehensive strategy to address the stated needs is based on research and data; (4) A timeline and benchmarks for planning and implementation; (5) An operational framework that provides for shared accountability, broad-based civic community involvement, and coordination: (A) With District, school, and other community efforts; (B) With key stakeholders throughout the community, including those in top public and civic leadership; (C) Of the education sector with housing, health, and welfare; (D) With economic development policies and plans; and (E) Of multiple funding streams to ensure sustainability of the EYD plan; (6) An explication of the location and planning, including intended use and design, for the District’s educational facilities and campuses; and (7) Recommendations for policy and legislative changes, if needed, to increase the effectiveness of the EYD plan.

(8) Recommend policy changes, staff training, and strategies on family, student, and community engagement to improve the efficient and equitable delivery of public education services

(b) (H) A communications and community involvement plan for each neighborhood cluster that includes engagement of students, school-based personnel, parents, and key stakeholders throughout the community, including: (i) Advisory Neighborhood Commissions; (ii) Local school advisory teams; (iii) School improvement teams; and (iv) Ward-based and city-wide volunteer civic groups

2300.1 The Superintendent of Schools shall be responsible for the development and implementation of a curriculum for the D.C. Public Schools that is designed to promote the attainment of the knowledge, competencies, and skills which will enable each student to function as a useful citizen.

2300.2 In developing and implementing a competency-based curriculum, the Superintendent of Schools shall be responsible for the establishment of instructional program priorities through a continuous process of assessment and evaluation of the educational needs of the students of the Public Schools.

2300.3 The competency-based program shall include the following critical elements: (a) The use of clear, demonstrable, observable goals as the basis for organizing the instructional program; (b) The use of these goals as the basis for the establishment of criteria for program advancement and graduation; (c) The use of these goals and criteria as the basis for the development and implementation of valid and reliable performance indicators; (d) The allowance of multiple opportunities for students to demonstrate their progress in meeting specific instructional goals, including constructive feedback and support to assist the student to meet the required goals; (e) The provision of a system for recording and reporting student progress which is based on the goals, criteria, and indicators as set forth in this section; and (f) The provision of a system of instruction consistent with the styles, rates, needs, and stages of individual student learning and performance.

2300.4 The process of needs assessment and evaluation shall be a continuing process and shall be included in the ongoing program of monitoring and evaluation of the competency-based program.

2300.5 The design for the competency based curriculum, and the instructional program implemented on the basis of that design, shall include the following components: (a) Instruction that is responsive to student progress and evaluation; (b) A reporting system based on progress in terms of goal mastery; (c) Progress stages; (d) Instructional materials, supplies, and equipment selection criteria; (e) Models for implementation on a system-wide, regional, and local school basis; (f) A plan for community involvement; (g) Systems for budget and management planning, control, audit, monitoring, and evaluation; and (h) A system of public accountability through the reporting of the goals, objectives, plans, procedures, and priorities of the instructional program, and the reporting of the results of ongoing assessment and evaluation of the instructional program.