Colorado career standards crosswalk
Colorado's career standard, criterion by criterion: 17 of 71 matched, 54 not claimed.
Middle School ICAP (Individual Career and Academic Plan) Quality Indicators and Elements (Colorado Department of Education (CDE), Office of Postsecondary Readiness) covers grades 6-8 in 8 groups and 71 criteria. 5 are evidenced directly by something the platform produces, 12 more are supported by a named result plus teacher-led classroom work, and we make no claim on the other 54. The two claimed groups are never added into one number.
In Brief
Colorado compels a middle-grades career plan by law. Colorado law (C.R.S. 22-2-136 and State Board Rule 1 CCR 301-81) requires every Colorado student to have an Individual Career and Academic Plan, with a statutory floor that plans be in place and annually updated no later than grade 9. CDE's own guidance and this middle-school document frame the ICAP as beginning in grades 6-8 in practice, and many districts start there — but the hard requirement is anchored at grade 9. Both framings appear in CDE sourcing, and both are reported here rather than one being chosen.
The standard itself: Middle School ICAP (Individual Career and Academic Plan) Quality Indicators and Elements, published by Colorado Department of Education (CDE), Office of Postsecondary Readiness, grades 6-8. No numeric codes anywhere. Eight Quality Indicator areas with plain-English names — Self-Awareness, Career Awareness, Postsecondary Aspirations, Postsecondary Options, Environmental Expectations, Academic Planning, Employability Skills, Financial Awareness — each broken into two to four Element headings. Those elements are numbered, but only 1-4 within each area, so 'Element 1' recurs under all eight and is not a unique code. Each element carries an unnumbered bullet list under 'Students will (be able to):'. One element, Postsecondary Options Element 4, has no bullets at all; its single sentence is the criterion.
Below is every one of its 71 criteria, what closes each, and what a student walks away with — 5 evidenced directly, 12 supported via lesson plan, 54 not claimed. The 5 directly-evidenced criteria and the 12 lesson-supported ones stay separate on purpose — merging them into one headline would flatter the platform at your expense.
Middle School ICAP (Individual Career and Academic Plan) Quality Indicators and Elements, grades 6-8
Every criterion, what closes it, and what a student walks away with.
Colorado Department of Education (CDE), Office of Postsecondary Readiness — www.cde.state.co.us/postsecondary/msqualityindicatorsandelements
— work the software does
— work a teacher does
— of 71 total
The two claimed counts stay separate on purpose — merging platform-evidenced and teacher-supported criteria into one number would flatter the platform at your expense.
The eight area abbreviations (SA, CA, PA, PO, EE, AP, ES, FA) stand for Colorado's own named Quality Indicator areas. The number after the dash is OURS: Colorado numbers 'Element 1-4' inside each area but does not number the statements beneath them. Cite the statement text to Colorado, never the code.
SASelf-Awareness
participate in self-discovery exercises/assessments in order to begin the process of uncovering potentially hidden talents, interests, and aspirations
/assessments/riasec, /assessments/big-five, /assessments/values
A self-discovery assessment result (interests, personality, or values profile)
The operative verb is 'participate in assessments', which is precisely what the platform is. Shares its interest and values evidence with AP-8, PA-1 and PA-6.
identify the unique characteristics and attributes that set her/him apart from other people and allow them to express themselves as individuals
/assessments/big-five
An individualized personality trait/archetype description
A percentile-against-peers block exists at free tier, so the criterion's 'set apart from other people' clause is genuinely covered rather than merely adjacent.
articulate, through written essay or other creative work, how her/his unique attributes may contribute to or possibly hinder their academic and/or career success
/assessments/big-five
A trait result used as source material for a written essay assigned and graded by the teacher
Never direct: 'articulate through written essay or other creative work' is a production verb, and we have no document-production feature.
begin to develop appropriate critical thinking skills to make informed, ethical, and socially responsible decisions regarding their personal wants, needs, and aspirations in relation to their academic and/or postsecondary goals
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
begin to develop effective collaboration and cooperation skills by engaging in extracurricular activities with others who share the same interests, passions, or personal goals for success
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
learn the importance of self-determination and self-discipline and how to apply it to learning in order to enhance her/his aptitude and self-confidence when faced with difficult tasks
/assessments/sdt-motivation, /assessments/big-five
A self-determination/motivation-driver profile, plus the Big Five 'Discipline' dimension for the self-discipline half
Two instruments, neither exact: the motivation profile measures autonomy, competence and relatedness needs, and the self-discipline half is better served by the Big Five 'Discipline' dimension. Neither covers building self-confidence in the face of difficult tasks, and 'how to apply it to learning' is entirely the teacher's.
begin to develop her/his ability to work independently toward achieving an academic or personal goal
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
understand the importance of balancing academic, personal, and community activities in order to achieve a holistic sense of wellness
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
learn how to develop a personal/professional network of adult mentors that they may access for guidance and support when developing career or postsecondary goals
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
participate in specific assessments that identify unique, individual, leadership qualities. Those leadership qualities may be developed and enhanced through practice and self-reflection
/assessments/leadership-style
A leadership-style result
The criterion's second sentence — leadership qualities 'developed and enhanced through practice and self-reflection' — is not covered. We identify a style once and provide no practice mechanism.
learn to identify the types of individuals (peers or adults) upon whom they may rely for support in order to effectively transition through challenging situations at home, school, or within their community
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
begin to develop and practice self-advocacy skills and be able to assert themselves through the use of appropriate oral and written communication
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
CACareer Awareness
identify one career pathway that they are interested in while recognizing local, regional, national, and global availability
/careers/search
A chosen career/occupation page from the library
First clause only. The second — local, regional, national and global availability — has no surface at all: there is no geographic labour-market data in the product, and the wage figure we publish is a national median.
name the career pathways as identified by the Colorado Career Cluster model
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
identify a stereotype that causes barriers to a career pathway that they are interested in
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
explain how culture impacts career choices
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
identify how the average salary of a particular career choice may influence their future lifestyle
/careers/search (BLS wage chip), career-page schema/FAQ, plus the g8-what-does-it-pay lesson
The BLS median-wage data field for a chosen career, connected to lifestyle by a teacher-run session
We produce the wage number. The criterion's actual object is how that wage may influence a future lifestyle, which needs cost-of-living and budgeting reasoning we do not supply. Cite the BLS wage field, never the generated salary range shown on most career pages.
identify and utilize two resources that will inform them about specific career pathways
/careers/search, /glossary/career-pathway
Career library and glossary as informational surfaces a teacher designates for a research task
The criterion counts resources, and JobCannon reads most naturally as one resource with two sections. Counting our own sub-pages as the required two is a stretch a district reviewer will challenge — the teacher designates and approves the pair.
PAPostsecondary Aspirations
begin to explore and develop a future vision of themselves within the workforce
/assessments/riasec, /assessments/career-match
An interest-type result used as the prompt for a future-vision discussion or writing exercise
Correctly a lesson row: we print an occupational-identity narrative, we do not develop a future vision. Shares its evidence with PO-1.
participate in extracurricular activities that support the life interests that relate to their postsecondary vision of themselves
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
identify several professionals in their community that hold "real world" careers that are of interest to them
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
identify professionals whose careers are not represented within their local community, but exist in other places
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
develop a post-secondary goal, based on the future vision of themselves within the workforce
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
begin to identify how values and academic aspirations support future life needs, wants, and goals
/assessments/values
A 10-core-values result used as input to a goals discussion
POPostsecondary Options
describe the future visions they have of themselves within the workforce, through a written paper or presentation designed to articulate future goals, dreams, and aspirations
/assessments/riasec, /assessments/career-match
An interest result used as source material for a written or spoken presentation the teacher assigns
'Through a written paper or presentation' is a production verb; there is no document- or presentation-production feature. Shares its interest-result evidence with PA-1.
identify their individual strengths and challenges, as they relate to academic and/or career success
/assessments/skills-audit
A strengths-and-gaps self-rating result
Skills Audit is a work and technical-skills inventory, so the career-success clause is well served and the academic-success clause only loosely.
use critical thinking to assess possible career pathways that best fit their skills, abilities, and interests
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
demonstrate the ability to communicate an academic action plan for future goals and achievements based on acquired self-knowledge
/careers/search, /assessments/career-match
Assessment-derived inputs feeding a teacher-run planning unit
'Demonstrate the ability to communicate' is a production verb the platform cannot touch — the lesson plan says so itself.
explore the differences between types of colleges, as well as technical and apprenticeship programs
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
make cognitive connections between personal self-knowledge, self-awareness, and postsecondary opportunities
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
demonstrate the ability to navigate and use tools such as CollegeInColorado.org, among other online resources as determined by the school or district
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
evaluate the potential costs, benefits, and challenges, including personal, social, environmental and/or family implications, of post-secondary opportunities
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
identify advanced placement opportunities, extra-curricular clubs, organizations and college preparation programs available to them
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
begin to explore the basic vocabulary and information associated with application and interviewing processes
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
begin to explore the application and interviewing process, including how to dress for success, how to study strengths and abilities, and how to communicate verbally and on written assessments
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Students will begin to explore their executive processes or self-management skills, including effective reasoning, critical thinking, using logic, forming arguments in a socially acceptable manner, assuming personal responsibility, and managing personal life transitions.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
EEEnvironmental Expectations
have access to programs and activities, which focus on issues of equitable distribution of resources
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
explore academic resources in their region that minimize academic environmental limitations
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
explore the impact of academic environmental strengths and challenges
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
explore how their involvement in negative environmental associations would increase the likelihood of negative impact on their academic, postsecondary options, and career choices
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
explore participation in positive environmental resources (community afterschool programs and clubs), which have a beneficial impact on postsecondary and career choices
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
explore their cultural and environmental norms, values, and beliefs as they relate to career choice
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
explore their family structural and financial limitations that influence post-secondary and career options
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
explore limitations to their career choice based on their geographical region
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
explore environmental factors that influence their physical, emotional, and mental health in relation to future career choice
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
APAcademic Planning
demonstrate the ability to complete coursework in a timely manner using some type of organizational system (e.g. electronic calendar)
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
use appropriate conflict resolution skills on an individual basis, resulting in reduction of disciplinary outcomes
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
demonstrate self-advocacy and self-assertion through use of appropriate communication skills when engaging teachers, parents, and fellow students as issues arise over coursework
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
begin to develop an understanding of how their own academic behaviors and mindsets influence career and college choices such as, setting high academic goals, demonstrating self-discipline, motivating themselves, managing stress, and organizing their lives to get better grades
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
explain the importance of communication skills, teamwork, and problem-solving skills in the workplace
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
demonstrate reasoning skills such as critical thinking, using logic, and forming arguments in a socially acceptable manner
/assessments/logical-reasoning
A scored logical-reasoning result, with the argument-forming half run by the teacher
'Demonstrate' is a performance verb a multiple-choice result does not satisfy, and 'forming arguments in a socially acceptable manner' — roughly a third of the criterion — has no product surface at all.
apply personal responsibility and accountability skills to promote a reduction in their tardiness and absentee rates
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
apply information from her/his personal interests, values, and abilities assessments to select a career cluster
/assessments/riasec, /assessments/values, /careers/search (cluster facet)
Interest/values result used to select a matching career cluster via the /careers/search facet
The cluster facet classifies careers, not students, so no feature performs this selection — the teacher does. The taxonomy is the national Advance CTE framework, not the Colorado Career Cluster model named in CA-2, so this row must never be offered as satisfying CA-2.
select high school coursework that is compatible with their individual career cluster interests
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
gain knowledge and understanding of the challenging coursework that is available to her/him in high school, through concurrent enrollment, Advanced Placement, or other options that align with her/his career aspirations
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
ESEmployability Skills
begin to identify relevant employability systems including: interpersonal, technological, and community
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
explore employability resources within their local, state, national, and international community
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
summarize their personal and professional strengths
/assessments/work-ethics, /assessments/skills-audit
A work-ethics or skills-audit result used as the source for a student-written strengths summary
The student does the summarizing; a generated profile summarizes for them. Held at the same tier as the equivalent Illinois criterion on the same evidence.
generate realistic goals to enhance their personal and professional traits in relation to a given career pathway
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
become aware of their academic competencies related to basic employability skills (i.e. math, writing)
/assessments/numerical-reasoning, /assessments/english-proficiency
A numerical-reasoning or English-proficiency scored result
Written-English recognition only — the English Proficiency instrument states in its own source that listening and speaking are not measured, and that it screens rather than certifies.
generate goals and an action plan for improving her/his basic employability skills (i.e. math, writing)
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
develop an awareness of the impact academics have on her/his future career choices
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
FAFinancial Awareness
identify the various forms of financial aid, including grants, scholarships, and loans
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
locate and organize financial aid information relevant to their career pathway
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
become familiar with specific financial aid vocabulary
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
know what the FASFA is and be able to locate the information necessary to assist them in completing the application process
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
know the purpose of determining the cost of attendance (COA) for a particular post-secondary institution, and how it is determined
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
know what expected family contribution (EFC) means and how it is calculated
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
be familiar with College in Colorado, and how to utilize it for her/his post-secondary exploration and planning
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
complete their own Colorado Opportunity Fund application
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
determine what payment options are best suited to support her/his postsecondary plans, based on their individual environmental, financial, and academic constraints
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
How to read the crosswalk above
Three states, kept honest and kept separate.
Named instruments behind the 17 matched criteria
Grouped by the criteria each one actually closes — read from the rows, not chosen for the page.
Compared to other district career-readiness contracts
Two district contracts as published in board papers — one covering a single school year, one a five-year agreement — beside our per-student rate for one academic year
What this crosswalk includes — and what it does not
Related on JobCannon
This is Colorado's page in a set of state career-standards crosswalks built the same way — every criterion of a state's own document, matched one at a time, with what we do not claim listed as plainly as what we do. The most detailed of them is Arizona's grades 6-8 eCTE crosswalk, which carries a per-row evidence trail and four documented revision passes. The others: Texas, California, Utah and Illinois.
A career-standards document is not the same thing as a plan-completion mandate — for whether Colorado compels an individual student plan, and under which statute, see our career and education plan mandate directory. For the wider grades 6-8 deployment this crosswalk sits inside, see JobCannon for Middle Schools, or career assessments for school districts for a multi-school rollout. Both are part of the JobCannon for Business hub.
District-tier pricing
Scale is $199/mo and covers 200 people per billing period — the same unit as any school or district deployment. Where the crosswalk above is the evidentiary piece a procurement review needs, the Education Licence below prices your whole grade band per student for the year, assessments uncapped.
Free
For micro-teams trying the platform
- ▸10 candidate invites/month (resets the 1st of each month)
- ▸All 169+ assessments
- ▸Premium result for every candidate you invite
- ▸Every candidate profile fully open — nothing blurred
- ▸Share link via email or Slack
- ▸Free trial of the coordinator dashboard
Starter
For solo coaches and small HR
- ▸30 candidates/mo included; extra candidates are $2 each
- ▸All 169+ assessments
- ▸Premium report (archetype + blind spots + work-style brief)
- ▸Coach notes per candidate
- ▸PDF export (client-ready)
- ▸Session prep recommendations
- ▸Candidate progress tracking
Team
For startups, teams and HR
- ▸80 candidates/mo included; extra candidates are $2 each
- ▸Everything in Starter
- ▸Team DNA dashboard
- ▸Compatibility matrix
- ▸Conflict-pattern detection
- ▸Compare 2-3 team members
- ▸Manager prep briefings
- ▸Shared admin access (2 seats)
Scale
For agencies, L&D and scale-ups
- ▸200 candidates/mo included; extra candidates are $2 each
- ▸Everything in Team
- ▸Integrity + social-desirability scales (fake-good detection)
- ▸White-label PDFs (your logo)
- ▸Full assessment API (start, score, retrieve results)
- ▸Custom assessment builder (beta)
- ▸Admin seats not billed per seat
- ▸Priority email support
Growth
For high-volume screening without a contract
- ▸1,000 candidates/mo included; extra candidates are $2 each
- ▸Everything in Scale
- ▸Invoice / PO billing, not just card
- ▸Named support contact with a response-time target
- ▸Annual billing option
Enterprise
For 200+ person companies
- ▸Candidate volume set in your contract, all assessments
- ▸Everything in Scale
- ▸SLA (99.9% uptime)
- ▸Dedicated Customer Success
- ▸Custom integrations built against your tenant (Greenhouse and Ashby ship today)
- ▸Annual billing, invoice payments
Self-serve checkout via Stripe — major cards, Apple Pay, Google Pay, Link. Cancel anytime; 14-day money-back on every paid plan. Enterprise via the contact form below.
Education Licence — priced per student, per year
One rate per enrolled student for the academic year, sized for Colorado district or school-level rollouts. Assessments uncapped, career and skills corpus included — multiply your own enrolment by the band and that is the price, before you talk to us.
$3.00 down to $2.00 per student, per year — assessments uncapped
Per head this is more than our monthly hiring plans, and deliberately so — it is a different licence, not a bigger size of the same one. Those plans meter individual candidates for hiring and coaching. This covers your enrolled roll for the academic year with assessments uncapped, retakes included, the career and skills corpus licensed with it and the cohort dashboard in the price. Which one is yours is decided by use, not by whichever number is smaller.
District
A large school, multi-school district or trust
per year
- ▸Every assessment in the catalogue, retakes included, no per-assessment charge
- ▸Cohort dashboard with cross-school and year-over-year comparison
- ▸Full career and skills corpus — 2,521 careers, 1,863 skills
- ▸Read the corpus live over the API, or take a versioned snapshot
- ▸Named contact, quote letter formatted for procurement
College or university
A university, college or college group
per year
- ▸Every assessment in the catalogue, retakes included, no per-assessment charge
- ▸Cohort dashboard with cross-school and year-over-year comparison
- ▸Full career and skills corpus — 2,521 careers, 1,863 skills
- ▸Read the corpus live over the API, or take a versioned snapshot
- ▸Named contact, quote letter formatted for procurement
State system
A statewide or national programme
per year
- ▸Every assessment in the catalogue, retakes included, no per-assessment charge
- ▸Cohort dashboard with cross-school and year-over-year comparison
- ▸Full career and skills corpus — 2,521 careers, 1,863 skills
- ▸Read the corpus live over the API, or take a versioned snapshot
- ▸Named contact, quote letter formatted for procurement
£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 there is no licence to quote: a roll that small is better served by a self-serve plan, and that is the one case where a plan covers a school’s own students — UK schools have the flat whole-school licence 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.
Request the full crosswalk and a pilot
Tell us your school or district size and which grade band you're evaluating against. We reply with this crosswalk in your procurement format and a pilot plan within two business days.
Colorado compels a middle-grades career plan by law. Colorado law (C.R.S. 22-2-136 and State Board Rule 1 CCR 301-81) requires every Colorado student to have an Individual Career and Academic Plan, with a statutory floor that plans be in place and annually updated no later than grade 9. CDE's own guidance and this middle-school document frame the ICAP as beginning in grades 6-8 in practice, and many districts start there — but the hard requirement is anchored at grade 9. Both framings appear in CDE sourcing, and both are reported here rather than one being chosen.
Middle School ICAP (Individual Career and Academic Plan) Quality Indicators and Elements, published by Colorado Department of Education (CDE), Office of Postsecondary Readiness, grades 6-8. 6-8 — the page is titled and framed 'Middle School', and several elements reference 8th-grade course completion specifically. A separately worded High School ICAP Quality Indicators page covers grades 9-12 and is not used here. Publisher's landing page: https://www.cde.state.co.us/postsecondary/icap No numeric codes anywhere. Eight Quality Indicator areas with plain-English names — Self-Awareness, Career Awareness, Postsecondary Aspirations, Postsecondary Options, Environmental Expectations, Academic Planning, Employability Skills, Financial Awareness — each broken into two to four Element headings. Those elements are numbered, but only 1-4 within each area, so 'Element 1' recurs under all eight and is not a unique code. Each element carries an unnumbered bullet list under 'Students will (be able to):'. One element, Postsecondary Options Element 4, has no bullets at all; its single sentence is the criterion.
It means the platform itself produces the artefact the criterion asks for, with nothing a teacher has to add. 5 criteria of the 71 are closed this way: SA-1, SA-2, SA-10, CA-1 and PO-2. Each of those rows names the surface and the artefact, and several carry a coverage caveat — how many careers actually hold the field being claimed — because a reviewer will check.
It means the platform supplies the data or the assessment result and a teacher runs the classroom half — it is weaker, and it is labelled separately for that reason. 12 criteria are closed this way: SA-3, SA-6, CA-5, CA-6, PA-1, PA-6, PO-1, PO-4, AP-6, AP-8, ES-3 and ES-5. A plan a system wrote for the student would not satisfy the standard, and claiming it would not be worth much either.
Because the 5 and the 12 are different kinds of evidence — one is work the software does on its own, the other is work a teacher does with something the software supplies — and merging them into one headline number would flatter the platform at your expense. Every row states which of the two it is, and the counts are shown as separate pills rather than added together.
We make no claim on them. No JobCannon surface — assessment, career-page field or glossary entry — addresses them, and they are listed exactly as plainly as the 17 we do claim: same row format, same visual weight, a stated "not claimed" rather than an absence.
The eight area abbreviations (SA, CA, PA, PO, EE, AP, ES, FA) stand for Colorado's own named Quality Indicator areas. The number after the dash is OURS: Colorado numbers 'Element 1-4' inside each area but does not number the statements beneath them. Cite the statement text to Colorado, never the code.
The page carries no visible revision date. A search summary places the underlying Colorado College and Career Readiness Standards for School Counselors at 2014, later adopted by CDE as the ICAP Quality Indicators; that date could not be confirmed against the page itself, which shows none, so it is reported as a secondary claim only. The document itself is linked at the top of the table, so you can check any row against the source rather than take our word for it.
Request the full crosswalk and a pilot
Tell us your school or district size and which grade band you're evaluating against. We reply with this crosswalk in your procurement format and a pilot plan within two business days.