Delaware career standards crosswalk
Delaware's career standard, criterion by criterion: 8 of 40 matched, 32 not claimed.
Delaware Comprehensive School Counseling Program Standards (Delaware Department of Education) covers grades 6-8 in 6 groups and 40 criteria. 2 are evidenced directly by something the platform produces, 6 more are supported by a named result plus teacher-led classroom work, and we make no claim on the other 32. The two claimed groups are never added into one number.
In Brief
Delaware does not compel a universal middle-grades career plan. Published by the Delaware Department of Education as program standards for school counseling programs to be built around; no Delaware statute or administrative regulation found that compels a district to teach to this specific document's content in grades 6-8.
The standard itself: Delaware Comprehensive School Counseling Program Standards, published by Delaware Department of Education, grades 6-8. Six domains ("D1"-"D6"), each an SLO followed by 2-3 lettered Learning Priorities (LPA/LPB/LPC), each with numbered Performance Expectations tagged by grade. Nomenclature printed on p.8 as "D#.LP#.PE-#" (e.g. D1.LPA.PE-1). Counting only the PEs tagged for grades 6, 7 and/or 8: D1=6, D2=8, D3=11, D4=6, D5=2, D6=7 — 40 total.
Below is every one of its 40 criteria, what closes each, and what a student walks away with — 2 evidenced directly, 6 supported via lesson plan, 32 not claimed. The 2 directly-evidenced criteria and the 6 lesson-supported ones stay separate on purpose — merging them into one headline would flatter the platform at your expense.
Delaware Comprehensive School Counseling Program Standards — Career Development domains, grades 6-8
Every criterion, what closes it, and what a student walks away with.
Delaware Department of Education — education.delaware.gov/wp-content/uploads/2019/12/DE-Comprehensive-School-Counseling-Program-Standards.pdf
— work the software does
— work a teacher does
— of 40 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 D#.LP#.PE-# codes are Delaware's own, printed verbatim in the source.
Domain 1Increase career awareness and exposure
Students identify local and national career clusters and their related programs of study.
The platform's real careers database, browsable and filterable by career cluster
Career clusters and the real careers grouped under each
The database covers national career clusters, not local ones, and does not list school-specific programs of study.
Students analyze career(s) within a career cluster/pathway; identifying common demographics associated with the career(s), examining historical patterns of inclusion/discrimination, identifying trends in salary amounts, discovering common occupations, and exploring locations (virtual or otherwise) where careers in the identified cluster can be most commonly found.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Students explain how workplace roles are constantly changing (e.g., librarian to media specialist, remote employment opportunities) due to supply, demand and technological impact.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Students outline the education, training, knowledge and skills necessary for a current career of interest.
The platform's real careers database, showing education, training and skills requirements per career
Education/training/skills fields on the career of interest
Students identify the connections between their educational choices, personal interests, future lifestyle goals, and potential employment opportunities (both as an employee and an employer).
/assessments/riasec, /assessments/career-match, /assessments/freelance-ready
Matched employment opportunities and a self-employment/freelance-readiness result
Connecting these to future lifestyle goals and educational choices is the classroom's synthesis step.
Students identify resources (technology, counselors, shadowing, mentoring, career fairs and class speakers) that can be used for locating job and career information.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Domain 2Increase self-awareness
Students combine information from a variety of sources, including their own reflections, to identify their current talents, strengths, personal qualities and interests.
/assessments/riasec, /assessments/career-match, /assessments/big-five, /assessments/skills-audit, /assessments/values
Talent, strengths, personal-qualities and interest results
Students reflect and explore areas of personal growth that could best support future career aspirations.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Students recognize that their current career aspirations may grow and/or change over time.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Students construct a written or visual representation of their desired/potential future career-identity.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Students explain ways to engage with a community and/or trusted adults to develop possible solutions to problems.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Students explain how diverse groups of stakeholders can work together to overcome local, national, regional, and global challenges.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Students recognize the needs and current state of their local and global communities as it relates to their career and/or occupation of interest.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Students construct a plan of possible solutions to address community needs that includes occupations within their identified career cluster or that may require new occupations.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Domain 3Develop employability skills
Students explain the connection between responsibility, actions, and potential personal and professional outcomes.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Students understand that employability skills include but are not limited to: practicing on-task behaviors, using strategies to stay organized, and giving one's best effort towards assigned work tasks.
/assessments/work-ethics
Work-ethic result covering on-task behavior and effort
The assessment measures where a student currently stands on these traits; teaching the definition of employability skills stays the classroom's.
Students participate in community leadership, teamwork opportunities and/or extracurricular activities (out of school and inside of school) to enhance employability skills to develop leadership potential.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Students explore and label a range of emotions and responses that they could experience or express within a workplace and/or school environment.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Students learn how to apply, in potential workplace environments or within the school, self-regulation practices towards their emotional responses, and conflict resolution strategies.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Students distinguish between productive and unproductive behaviors in a workplace/learning environment and how to advocate for themselves and others when experiencing discriminatory or exclusionary norms, rules, and experiences.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Students explore actions of employers and leaders within a workplace that create (physically and emotionally) safe, just, and collaborative environments.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Students understand that differences in culture, experience, background, and perceived ability add critical value to the products, practices, and climate of a work or school environment.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Students analyze the ways that personal bias, cultural differences, and experiences can impact their own opinions as well as their perceptions of others in a workplace or school environment.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Students explain ways to gather diverse perspectives and share opinions that may go against the group perspective, as long as the perspectives and opinions contribute to positive and productive team goals.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Students assess the degree to which he/she/they interact and use feedback to adjust actions in group activities in a way that is helpful, respectful, and culturally responsive.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Domain 4Develop foundational technical skills (abilities that relate to a specific job or career)
Students research the knowledge and skills of a specific industry or career cluster by focusing on the practices, vocabulary, and skills common to a range of jobs within the specific career cluster.
The platform's real careers database, filtered to a career cluster, with a skills field per career
Skills and practices listed across careers in the chosen cluster
Students analyze the various certifications within an identified group of jobs in a specific industry and can identify what excellence looks like in a particular job or career.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Students identify and develop (as appropriate) the foundational technical skills of a specific industry or occupation.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Students research and analyze sample job descriptions of a range of jobs in a specific industry or career pathway in order to confirm the requirements needed to apply for and perform the job(s) well.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Students explain the connection between reading, writing, critical thinking, science, technology and/or mathematics skills, and success at a specific job within an identified career cluster/pathway.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Students demonstrate core academic skills, such as posing and responding to questions that connect the ideas of others, commenting with relevant evidence, observations and ideas and using evidence and logical sequence to present main ideas and/or claims, in workplace scenarios.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Domain 5Develop an actionable plan for next steps in high school
Students combine information from a variety of sources, including their own reflections, to identify their current talents, strengths, personal qualities and interests.
/assessments/riasec, /assessments/career-match, /assessments/big-five, /assessments/skills-audit, /assessments/values
Talent, strengths, personal-qualities and interest results
Students explore high school programs that offer career and occupational programs of interest.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Domain 6Develop the ability to make informed educational choices
Students describe ways to evaluate their own personal and academic success.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Students create short and long-term academic goals.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Students explain the progress they are making toward achieving their academic goals by identifying areas for celebration and areas for growth.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Students chart the path from a high school diploma to entry into each career of interest, including after high school education and/or training requirements.
The platform's real careers database, showing education/training requirements per career
Education/training-requirement field on the careers of interest
Charting the full path from a diploma to career entry is the student's own synthesis; the platform supplies the real per-career requirement it draws from.
Students review their student success plan with caregivers, trusted authority figures, and school staff (e.g., culturally competent career coaches and school counselors, mentors, and CTE teachers.), on a continuing basis and revise the plan as their interests and needs evolve.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Students describe the type of strategic thinking needed to make effective decisions about goals for learning and performance.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Students explain how a decision or resolution of a problem may impact individuals and groups of people.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
How to read the crosswalk above
Four rules, applied to every one of Delaware's 40 criteria.
Named instruments behind the 8 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 Delaware'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, Illinois, Colorado, Georgia, Florida, Ohio, Pennsylvania, New Jersey, New York, Michigan, Washington, North Carolina, Massachusetts, Tennessee, Virginia, Alabama, Alaska, Connecticut, Hawaii and Arkansas.
A career-standards document is not the same thing as a plan-completion mandate — for whether Delaware 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 assessments 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 assessments/month (resets the 1st of each month)
- ▸All 179+ 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 assessments/mo included; extra assessments are $2 each
- ▸All 179+ 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 assessments/mo included; extra assessments 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 assessments/mo included; extra assessments 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 assessments/mo included; extra assessments 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 Delaware 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
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.
Delaware does not compel a universal middle-grades career plan. Published by the Delaware Department of Education as program standards for school counseling programs to be built around; no Delaware statute or administrative regulation found that compels a district to teach to this specific document's content in grades 6-8.
Delaware Comprehensive School Counseling Program Standards — Career Development domains, published by Delaware Department of Education, grades 6-8. Six Career Development domains, each with an SLO (Student Learning Outcome) umbrella statement, split into 2-3 lettered Learning Priorities (LPA/LPB/LPC), each with numbered Performance Expectations (PE) tagged with the specific grade(s) they apply to within the K-12 span. Only PEs tagged for grade 6, 7 and/or 8 are in scope here. Six domains ("D1"-"D6"), each an SLO followed by 2-3 lettered Learning Priorities (LPA/LPB/LPC), each with numbered Performance Expectations tagged by grade. Nomenclature printed on p.8 as "D#.LP#.PE-#" (e.g. D1.LPA.PE-1). Counting only the PEs tagged for grades 6, 7 and/or 8: D1=6, D2=8, D3=11, D4=6, D5=2, D6=7 — 40 total.
It means the platform itself produces the artefact the criterion asks for, with nothing a teacher has to add. 2 criteria of the 40 are closed this way: D2.LPA.PE-1 and D5.LPA.PE-1. 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: D1.LPA.PE-1, D1.LPB.PE-1, D1.LPB.PE-2, D3.LPA.PE-2, D4.LPA.PE-1 and D6.LPB.PE-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 2 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 8 we do claim: same row format, same visual weight, a stated "not claimed" rather than an absence.
The D#.LP#.PE-# codes are Delaware's own, printed verbatim in the source.
Document dated 2019 on its cover; no later revision found. 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.