Connecticut's career standard, criterion by criterion: 9 of 18 matched, 9 not claimed.

Connecticut compels a middle-grades career plan by law. Indirect but real. Conn. Gen. Stat. § 10-221a requires each local and regional board of education to ensure students develop a Student Success Plan beginning no later than grade 6, and CSDE directs districts to this Framework's content as the means of satisfying that duty. Verified across three independent corroborating sources after first-party legislative sources (cga.ct.gov, law.justia.com, casetext.com) all failed to fetch: a WebSearch synthesis of the Justia mirror, a FindLaw fetch that additionally supplied the operative subsection letter "(k)," and a Connecticut Association of Boards of Education (CABE) model board policy PDF (cabe.org, sample policy 6146, rev. 9/23) that restates the same statutory duty for district adoption. No first-party statute text was independently read the way the Framework PDF itself was.

Connecticut Comprehensive K–12 School Counseling Framework Guide, published by Connecticut State Department of Education (CSDE), developed with the Connecticut School Counselor Association (CSCA) and the Connecticut Association for Counselor Education and Supervision (CACES), grades 6-8. PDF dated November 2020 on its title page; cross-checked against the live HTML mirror at portal.ct.gov/SDE/School-Counseling/Comprehensive-K-12-School-Counseling-Framework, which was consistent but carries no date of its own. Built on the ASCA National Model, 4th edition (2019). Three domains, six standards (C1-C6) total, modeled on the ASCA National Model 4th edition (2019). Each standard is one umbrella statement followed by a flush, unnumbered bullet list specific to the 6-8 grade band (of five grade bands the Framework covers); 18 bullets total across the six standards (C1:3, C2:4, C3:4, C4:3, C5:3, C6:1).

It means the platform itself produces the artefact the criterion asks for, with nothing a teacher has to add. 3 criteria of the 18 are closed this way: C1-1, C1-3 and C5-2. 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. 6 criteria are closed this way: C1-2, C2-1, C2-2, C2-4, C3-1 and C5-1. A plan a system wrote for the student would not satisfy the standard, and claiming it would not be worth much either.

Because the 3 and the 6 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 9 we do claim: same row format, same visual weight, a stated "not claimed" rather than an absence.

C1 through C6 are Connecticut's own domain-level codes, printed in the source. The state does not further sub-number the grade-band bullets beneath each standard — the per-bullet suffix used on this page (e.g. "C1-2") is JobCannon's own addition for readability, not a code Connecticut prints.

November 2020 PDF, the only dated version found; the live HTML mirror was spot-checked as consistent but is itself undated. 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.