Oregon mandate
OAR 581-022-2000 (Oregon Administrative Rule) requires every student in grades 7–12 to develop an Education Plan and Profile that documents personal and career interests, postsecondary next steps, goal-setting for transitions, a customized course of study, and an education profile tracking progress and personal accomplishments, reviewed and updated at least annually.
Oregon's Education Plan and Profile (EPP) is a comprehensive portfolio model that blends career planning, academic planning, and personal accomplishment documentation into one living record from grade 7 through graduation. Unlike many states' narrower career-focused mandates, Oregon's rule explicitly requires students to identify 'personal *and* career interests,' set 'goals to prepare for transitions,' and maintain an ongoing 'education profile' that documents achievements beyond grades—reflecting Oregon's commitment to student agency and whole-person development.
The law requires that students have access to and are supported by a Comprehensive School Counseling Program (per OAR 581-022-2060) during EPP development. This means the plan is not a form students fill alone but a structured, counselor-supported process. Oregon doesn't mandate a specific digital platform—districts may use paper, spreadsheets, or commercial systems; the requirement is that the EPP exists and is updated at least annually.
Checked against OAR 581-022-2000 (Diploma Requirements), not against a category description.
Sequenced across the 7th-12th grade arc.
Real tools and workarounds we found in use for compliance — not a hypothetical shortlist.
This page is one of 38 verified career-plan mandate pages JobCannon tracks, each citing a primary statute or regulation — for the Oregon mandate that source is Oregon Administrative Rule 581-022-2000. For the broader rollout picture, see career assessments for school districts, or the JobCannon for Business hub.
Scale is $199/mo and covers 200 people per billing period — one person, however many assessments they take, and a class-code arrival counts the same as an emailed invite. Growth is $999/mo for 1,000. Above that, or where enrolment should not be metered at all, it is an Enterprise conversation rather than a larger self-serve plan. A district-sized enrolment runs out of the monthly tiers quickly — the Education Licence below prices your whole enrolment per student for the year, assessments uncapped, and adds the full career and skills corpus.
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One rate per enrolled student for the academic year, sized for Oregon district or school-level rollouts. Assessments uncapped, career and skills corpus included — multiply your own enrolment by the band and you have the most this can cost before you talk to us.
$1.25 down to $0.80 per student, per year — assessments uncapped
That multiplication is a ceiling, not a bill. If our self-serve plans would cover the same number of students for less, you are quoted the lower figure — we do not sell an institution its own students back at a higher price than anyone can buy them for on the pricing page.
A large school, multi-school district or trust
A university, college or college group
A statewide or national programme
£350 per school, per year — a flat whole-school licence rather than a per-student rate, because that is the unit UK schools budget in. Same uncapped assessments and same corpus. Excludes VAT.
The ladder starts at 1,301 students. Below that a self-serve plan already covers your whole roll for less than a licence would, so that is what we will point you at — and UK schools have the flat whole-school licence above at any size. Bands are by enrolment, and the rate applies to your whole roll rather than to a seat count you have to predict. Invoiced annually against a purchase order; no per-assessment charge and nothing to top up mid-year. Assessing an institution's enrolled students is covered by the Education Licence, not by a hiring plan. What is in the corpus.
Tell us how many students you expect to assess in a term and what your review process asks for. If something on your requirements list is not in the product, we will say so in the reply rather than in the pilot.
OAR 581-022-2000 uses the term 'implied' for career assessment—the rule doesn't explicitly mandate a standardized assessment tool. However, identifying 'personal and career interests' and designing a 'customized course of study' is much stronger with a structured assessment. JobCannon's RIASEC or Career Match provides that foundation, making the subsequent EPP conversation more grounded and evidence-based than counselor impressions alone.
Oregon's model is distinctive: it blends career planning, academic planning, and personal-accomplishment documentation into one portfolio. Most states focus narrowly on 'what career do you want and which classes support it.' Oregon adds 'what are your personal interests, what accomplishments are you proud of, and how does that shape your path?' It's a more holistic, student-centered approach. JobCannon's full RIASEC battery supports this broader self-knowledge.
The rule says 'career-related learning experiences, extended application opportunities'—this is broad enough to include classroom projects, simulations, service learning, and job-shadowing as well as formal internships. The requirement is that the EPP documents how the student's course of study includes real-world application of their career interests, whether paid, unpaid, or academic.
The rule requires review and update 'at least annually.' The profile is a living document that the student, in partnership with a counselor, should refresh each year. JobCannon's annual reassessment workflow and printable exports create natural checkpoint moments for this annual refresh—students retake a quick Career Match or RIASEC, compare results to last year, and update their EPP goals and course plan accordingly.
Documenting accomplishments is part of the state mandate, but schools have flexibility in how they frame it. Instead of 'personal growth,' focus on 'skills I've demonstrated' or 'projects I've led.' JobCannon's Skills Audit specifically names competencies students have built (teamwork, problem-solving, communication, etc.), making the 'accomplishment' component concrete and career-aligned rather than vague or introspective.
OAR 581-022-2000 does not explicitly require a formal, standardized career-assessment instrument—the rule uses the term 'implied' rather than 'required,' giving districts latitude in how they conduct interest discovery, though structured assessment is far more reliable than unguided counselor interviews.