Florida career standards crosswalk
Career and Education Planning Course Standards (Florida Department of Education) covers grades 6-8 in 4 groups and 25 criteria. 0 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 19. The two claimed groups are never added into one number.
Florida compels a middle-grades career plan by law. This is the strongest middle-grades mandate on the hub, and the only one that is a promotion gate. Section 1003.4156(1), Florida Statutes, opens: "In order for a student to be promoted to high school from a school that includes middle grades 6, 7, and 8, the student must successfully complete the following courses" — and paragraph (e) is "One course in career and education planning to be completed in grades 6, 7, or 8, which may be taught by any member of the instructional staff. The course must be Internet-based, customizable to each student, and include research-based assessments to assist students in determining educational and career options and goals." A Florida eighth-grader who does not complete it is not promoted. The statute then goes on to describe this product’s category in its own words — Internet-based, customizable per student, research-based assessments — which is why the counts below matter more here than anywhere else on the hub: Florida has written the requirement in terms a platform can be measured against, and on twenty-five benchmarks we close six. One caution a reviewer should have from us rather than from a surprise: an FLDOE course framework still published on fldoe.org states that "Effective July 1, 2017, there is no longer a promotion requirement for middle grades students to complete a Career and Education Planning course." That sentence is not consistent with the statutory text in the editions we read — 2016, 2020, 2022 and 2026 all place paragraph (e) inside the same "must successfully complete" list — and we quote the statute above rather than the framework. Verify against the enacted text before relying on either. Current text dates from s. 8, ch. 2024-163.
The standard itself: Career and Education Planning Course Standards, published by Florida Department of Education / CPALMS course directory, grades 6-8. Two levels, and the state numbers them separately: a Standard printed as "01.0" through "04.0", then benchmarks printed beneath it as a bare "01", "02", "03". Four standards, twenty-five benchmarks — four, six, six and nine. ⚠ TWO LIVE EDITIONS OF THE SAME NAMED STANDARD. Course 1700060 ("M/J Career and Education Planning", Course Status "Course Approved", semester, grades 6-7-8) prints an older list of eight standards with no benchmarks at all — "Describe the influences that societal, economic, and technological changes have on employment trends and future training", and seven more of that shape. Course 0800025 ("M/J Health & Career Planning Grade 8 Year", Course Status "State Board Approved", year, grade 8) prints the four-standard, twenty-five-benchmark list crosswalked here, whose wording tracks the statute the older list predates. We crosswalk the State Board Approved edition and name the other rather than pretending the directory is consistent. One transcription note: the source prints "Iifestyle" with a capital i in benchmark 01.03; we render it "lifestyle" and record the single-character normalisation here rather than ship what reads as our own typo. And one drift worth knowing: the course description still credits the "Department of Economic Opportunity’s economic security report" where the 2026 statute says "Department of Commerce’s".
Below is every one of its 25 criteria, what closes each, and what a student walks away with — 0 evidenced directly, 6 supported via lesson plan, 19 not claimed. Nothing on this page is claimed as evidenced directly: every claim Florida gets from us needs a teacher to close it.
Every criterion, what closes it, and what a student walks away with.
Florida Department of Education / CPALMS course directory — www.cpalms.org/Public/PreviewCourse/Preview/283
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 codes in the left-hand column are OURS, not Florida’s, and cannot be cited back to the state as printed. Florida numbers the standard "01.0" and the benchmark beneath it "01" — two independent sequences. A row here reading "01.03" is our join of the two so that every one of the twenty-five has a unique handle on one table; the state never prints that string. Cite Florida as "Career and Education Planning Course Standards, Standard 01.0, benchmark 03". Every criterion text in the right-hand column is verbatim from the State Board Approved course description, save a single capitalisation typo in benchmark 01.03 that we correct and record where the standard is described on this page.
Describe his or her career interests based on a career interest assessment, personal experience, career informational interviews, research and/or reflection.
/assessments/riasec, or /assessments/career-match for a shorter sitting
A scored six-code interest profile with the student’s three strongest codes named
The benchmark offers four bases and joins them with "and/or", so a scored interest assessment satisfies the basis on its own — this is not a partial match on that axis. What the platform does not do is the verb: "Describe" is the student writing about their own result, and nothing in the product asks them to or marks it.
Describe what career-related skills are his or her current strengths or could become strengths in the future with practice and training based on a career skill assessment, personal experience and/or reflection.
/assessments/skills-audit
A rated profile across the skill areas the audit covers, strongest first
Two limits a Florida reviewer should have in writing. The audit is self-rated, not tested — it records what a student says about their skills, which is what the benchmark asks for but is weaker than it sounds. And the second half, "could become strengths in the future with practice and training", is not something the result projects; the platform reports the present, the teacher runs the forward-looking half.
Describe what lifestyle and workplace values are most important to them to consider during career decision making, such as salary and benefits, work environment, the nature of the work and work/life balance.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Describe what values that relate to positively impacting others and the world are most important to them to weigh during career decision making.
/assessments/values
Percentile scores across the ten basic values, two of which — Benevolence and Universalism — are exactly the construct this benchmark names
This is the one values benchmark of the two that genuinely matches: Benevolence (caring for people close to you) and Universalism (concern for society and the natural world) are what "positively impacting others and the world" means in the instrument’s own terms. The gap is the second half — the instrument measures general life values, not how a student weighs them during a career decision, and that weighing is the classroom work.
Define Career Clusters, industries and occupations.
/glossary/career-cluster, /glossary/occupation, and the /industry reference section
Published definitions a student can read for two of the three terms, plus twelve industry profile pages
Honest about which of the three is thin. "Career cluster" and "occupation" each have a written glossary definition; "industry" does not — what exists is a set of twelve industry pages built around personality fit (dominant interest codes, common types, culture, typical strengths), which is a useful classroom reference but is not a sector taxonomy and is not Florida’s. One further mismatch to teach around: the glossary defines Career Clusters as the fourteen groupings of the National Career Clusters Framework, while this platform’s own catalogue sorts careers into sixteen clusters of its own. A student comparing the two will find they do not line up, so use the glossary definition.
Define regional poverty, average and family-sustaining wage thresholds.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Review local labor market data to identify the top five regional occupations as relates to each of the following: employment, growth and salary.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
List three occupations that align with his or her personal career interests, skills and values.
/assessments/riasec, or /assessments/career-match
A ranked list of occupations drawn from 2,521 browsable career profiles
The platform does produce the list, but it aligns on one of the three inputs the benchmark names, not three. The ranker scores careers from the six interest dimensions alone — no skills result and no values result enters the calculation — so a student must bring their own 01.02 and 01.04 outputs to the shortlist and cut it themselves. That is why this row is lesson rather than evidenced directly: the artefact is real, the alignment claim in the benchmark is only a third true of it.
List the regional salary, employment and growth of three occupations they are most interested in learning more about.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Summarize occupational content learned through a career informational interview, career fair, job shadowing, service learning, guest speaker, project-based learning, work-based learning, worksite visit or other firsthand experience.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Evaluate the pros and cons of pursuing education, employment, entrepreneurship or enlistment immediately following high school.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Define postsecondary training provider options and their admissions requirements, including apprenticeships, technical colleges, state or community colleges, universities and industry-recognized certification providers.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Define postsecondary credentialing and stacking options, including industry-recognized certifications, apprenticeship certificates of completion, career certificates, licenses and associate or baccalaureate degrees.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Explain training options aligned with his or her career assessment results and occupational exploration.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Review postsecondary training data and list the total cost, average debt after graduation and median earnings and job placement rates of students who completed the student’s preferred postsecondary training option.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Summarize what they learned about his or her preferred postsecondary training provider through online research; virtual or in-person tours; a college fair; and/or interviewing a current student, alumni or staff member.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Prioritize an occupation for plan formation using one or more decision making techniques, such as a decision matrix, pros and cons analysis or other means.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Explain the reasoning for choosing to pursue his or her preferred occupation.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Identify which credentials, technical skills, and employability or entrepreneurship skills are relevant to his or her preferred career pathway.
The required-skills field on a career profile page
A named skills list on the profile of the occupation the student has chosen
Coverage, measured rather than asserted: 2,395 of the 2,521 browsable career profiles carry a skills list, so roughly one profile in twenty will come up empty and a teacher should check before assigning one. The larger limit is scope — the benchmark names three things and the platform holds one. There is no credential data anywhere in the product, and the skills list does not separate technical skills from employability or entrepreneurship skills; it is a single undifferentiated list. Two thirds of this benchmark is teacher-supplied.
Prioritize a recognized postsecondary credential (industry-recognized certifications, apprenticeship certificates of completion, career certificates, licenses and associate or baccalaureate degrees) aligned with his or her chosen occupation using a decision-making technique, such as a decision matrix and/or pros and cons analysis, etc.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Prioritize a postsecondary training provider aligned with his or her recognized postsecondary credential goal using a decision-making technique, such as a decision matrix and/or pros and cons analysis, etc.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Define means of paying for postsecondary training, including scholarships (must include State scholarships), grants, savings, work, work-study programs, private loans and Federal loans.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Describe ways of meeting the requirements of Florida’s graduation pathways and obtaining accelerated credit, work-based learning experience, career and technical education credit and industry-recognized certifications in high school.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Develop a freshman year course schedule that meets high school graduation requirements and that provides academic and career preparation aligned with the student’s career goals.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Identify extracurricular activities aligned with his or her occupational and postsecondary training goals.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Four rules, applied to every one of Florida's 25 criteria.
Grouped by the criteria each one actually closes — read from the rows, not chosen for the page.
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
This is Florida'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, Ohio, Pennsylvania, New Jersey, New York, Michigan and Washington.
A career-standards document is not the same thing as a plan-completion mandate — for whether Florida 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.
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.
For micro-teams trying the platform
For solo coaches and small HR
For startups, teams and HR
For agencies, L&D and scale-ups
For high-volume screening without a contract
For 200+ person companies
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.
One rate per enrolled student for the academic year, sized for Florida 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.
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 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.
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.
Florida compels a middle-grades career plan by law. This is the strongest middle-grades mandate on the hub, and the only one that is a promotion gate. Section 1003.4156(1), Florida Statutes, opens: "In order for a student to be promoted to high school from a school that includes middle grades 6, 7, and 8, the student must successfully complete the following courses" — and paragraph (e) is "One course in career and education planning to be completed in grades 6, 7, or 8, which may be taught by any member of the instructional staff. The course must be Internet-based, customizable to each student, and include research-based assessments to assist students in determining educational and career options and goals." A Florida eighth-grader who does not complete it is not promoted. The statute then goes on to describe this product’s category in its own words — Internet-based, customizable per student, research-based assessments — which is why the counts below matter more here than anywhere else on the hub: Florida has written the requirement in terms a platform can be measured against, and on twenty-five benchmarks we close six. One caution a reviewer should have from us rather than from a surprise: an FLDOE course framework still published on fldoe.org states that "Effective July 1, 2017, there is no longer a promotion requirement for middle grades students to complete a Career and Education Planning course." That sentence is not consistent with the statutory text in the editions we read — 2016, 2020, 2022 and 2026 all place paragraph (e) inside the same "must successfully complete" list — and we quote the statute above rather than the framework. Verify against the enacted text before relying on either. Current text dates from s. 8, ch. 2024-163.
Career and Education Planning Course Standards — the four standards and twenty-five benchmarks Florida publishes for the course required by s. 1003.4156(1)(e), F.S., read from the State Board Approved course description (CPALMS course 0800025, M/J Health & Career Planning Grade 8 Year), published by Florida Department of Education / CPALMS course directory, grades 6-8. Florida publishes these standards inside course descriptions rather than as a standalone standards document, and on 2026-09-06 two different editions of the same named standard were both live in the state’s own directory. We read the State Board Approved one. Both editions are named on this page, with their course numbers, rather than the conflict being resolved silently — because a district may well have the other one in front of it. Two levels, and the state numbers them separately: a Standard printed as "01.0" through "04.0", then benchmarks printed beneath it as a bare "01", "02", "03". Four standards, twenty-five benchmarks — four, six, six and nine. ⚠ TWO LIVE EDITIONS OF THE SAME NAMED STANDARD. Course 1700060 ("M/J Career and Education Planning", Course Status "Course Approved", semester, grades 6-7-8) prints an older list of eight standards with no benchmarks at all — "Describe the influences that societal, economic, and technological changes have on employment trends and future training", and seven more of that shape. Course 0800025 ("M/J Health & Career Planning Grade 8 Year", Course Status "State Board Approved", year, grade 8) prints the four-standard, twenty-five-benchmark list crosswalked here, whose wording tracks the statute the older list predates. We crosswalk the State Board Approved edition and name the other rather than pretending the directory is consistent. One transcription note: the source prints "Iifestyle" with a capital i in benchmark 01.03; we render it "lifestyle" and record the single-character normalisation here rather than ship what reads as our own typo. And one drift worth knowing: the course description still credits the "Department of Economic Opportunity’s economic security report" where the 2026 statute says "Department of Commerce’s".
It means the platform produces the artefact the criterion asks for with nothing a teacher has to add. No Florida criterion is closed that way, and the count on this page is zero rather than absent. Every claim below is the weaker kind, and each row says so.
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: 01.01, 01.02, 01.04, 02.01, 02.04 and 04.03. A plan a system wrote for the student would not satisfy the standard, and claiming it would not be worth much either.
Because the 0 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 6 we do claim: same row format, same visual weight, a stated "not claimed" rather than an absence.
The codes in the left-hand column are OURS, not Florida’s, and cannot be cited back to the state as printed. Florida numbers the standard "01.0" and the benchmark beneath it "01" — two independent sequences. A row here reading "01.03" is our join of the two so that every one of the twenty-five has a unique handle on one table; the state never prints that string. Cite Florida as "Career and Education Planning Course Standards, Standard 01.0, benchmark 03". Every criterion text in the right-hand column is verbatim from the State Board Approved course description, save a single capitalisation typo in benchmark 01.03 that we correct and record where the standard is described on this page.
Read 2026-09-06. Standards text from CPALMS course 0800025 (State Board Approved), the Career and Education Planning Course Standards as Florida currently publishes them. Statutory text read in the 2026 Florida Statutes on leg.state.fl.us and checked against the 2016, 2020 and 2022 editions — paragraph (1)(e) is present in all four, inside the promotion list each time. 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.
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.