Standard 1

We nurture and cultivate the interests, intellect, and leadership of our students by providing an excellent, equitable education in a culturally proficient environment.

Bullard Law & Social Justice Pathway Mission:

Students will develop strong communication skills, identify issues with justice and equity in society, and become well-informed agents of change in their community.

Pathway Goals & Objectives

Students will build their knowledge of law to address the needs of society and serve those who need guidance and assistance in their search for justice and fairness.

Outcomes of the Law & Social Justice Pathway

Ethical Decision Making
- Students will demonstrate knowledge and competence in making appropriate decisions with respect to the relevant laws, as well as their intended application to the situation.
Persistence and Adaptability
- Students are knowledgeable of diverse populations, and possess the intrinsic motivations and desires to work within diverse groups or situations to solve problems.
Communication and Collaboration
- Students are wellversed in multiple forms of verbal and non-verbal communication, and effectively convey their ideas to diverse audiences as needed, in order to de-escalate situations or accurately synthesize relevant legal information.

The current student to instructor ratio for the pathway is 16:1 for Juniors/Seniors.

The student/instructor ratio is 31:1 for Freshmen/Sophomores

Pathway Continuum

The Law & Social Justice Pathway is designed to expose students to a wide range of careers in the public service industry. In addition to exposure to career opportunities typically unheard of among younger students, the Law & Social Justice Pathway is designed to build a strong base of knowledge of criminal and civil law, and understanding of legal procedure and ways to affect community change regarding social justice, and most importantly ensure that students are well-prepared to quickly access and succeed in post-high school education programs and get them quickly into their desired career in legal fields.

Pathway Statistics

Law & Social Justice Pathway Promotion & Events

The Law & Social Justice Pathway is a 4-year program. Each year students are in linked learning classes that infuse legal concepts and social sciences into their core classes, while connecting those core academic skills in their career technical education classes. Throughout their pathway experience, students are engaged in project-based learning and several opportunities for work-based learning and experiences in the field, like job shadowing and internships.

Click on the links to learn more!

Bullard Law & Social Justice Pathway Website
Social Media
- Instagram: BHSLaw
- Instagram: BullardCTE

Empowering Our Community Through Public Service! From elementary to high school, students across our district are stepping up to make a positive impact. Check out these heartwarming photos and events of our young leaders in action, engaging in public service projects across multiple school sites and grade levels. Together, we're building a brighter future for our community and beyond!

Program Accountability

Policy for Expenditures
Budget Procedure
Program Budget
Program Supplies Request Procedure

Our CTE Continumm

Welcome to our exciting Career Technical Education (CTE) program that offers a wide range of opportunities for students to explore the world of engineering, science, emergency services, and technology!

Socials

Check Out Bullard Knight Watch

Check Out Bullard Law Instagram

A Well Promoted Program

Grades PreK, TK and Kindergarten

Lego Champions-Designed for young learners, our program combines the joy of building with Lego bricks and the excitement of exploring different careers. Students will have the opportunity to engage in hands-on activities that promote creativity, critical thinking, and teamwork, all while gaining insight into various career pathways.

Using Lego sets, students will embark on a thrilling journey to construct models that represent different industries, such as engineering, technology, healthcare, architecture, and more. They will learn about the roles and responsibilities of professionals in these fields, understand the tools and equipment used in different careers, and explore real-world applications of their Lego creations.

Our program fosters imagination and innovation as students use their Lego models to design and build prototypes, solve challenges, and engage in interactive discussions about different careers. They will have the chance to collaborate with their peers, express their unique ideas, and develop important skills.

Grades 3-6

Teaching How Innovation Nurtures Knowledge (THINK)- Teaching How Innovation Nurtures Knowledge is a program created by Fresno Unified' s Career Technical Education Department and the Lyles Center for Innovation and Entrepreneurship at Fresno State. THINK is a monthly career-based challenge program that allows students to solve problems that are rooted in the engineering design process. These are a system of bi-quarterly build challenges that expose students to careers in public service pathways. This program is currently active at 60+ elementary schools within our district.

Grades 1-2

Bricks 4 Kidz- focuses on STEM and career development, partner collaboration, and engineering creativity. The following are the key features of the program

Students use LEGO bricks, motors and batteries with tablets that allow the children to follow diagrams for building models aligned to the learning theme and career exploration opportunity. The students will work as paired partners acting as junior engineers. It is necessary to have students with a paired partner and desks in pairs. Room set-ups vary but we need the students to be able to work in pairs. Students will be sharing the tablet and parts kit. This is an active and stimulating learning experience that reinforces science and engineering concepts while strongly reinforcing BEST PRACTICES for classroom learning. Different learning experiences are provided every spring and every fall to all 70 campuses.

Grades 7-8

Exploring Careers Course-The Exploring Careers course is designed to help middle school students discover and explore various career paths, develop self-awareness, and make informed decisions about their future. This course will provide students with opportunities to learn about different careers, their requirements, and the skills needed for success in the workplace. Through a variety of engaging activities, discussions, and hands-on experiences, students will gain insight into different industries, job roles, and work environments, and will begin to understand how their interests, values, and strengths align with different career options.

The course will cover a wide range of careers across various fields such as STEM (Science, Technology, Engineering, and Mathematics), healthcare, arts and humanities, business, social sciences, and more. Students will learn about the educational and training pathways needed to pursue different careers, as well as the job market trends and opportunities in different industries. They will also develop essential skills such as resume writing, interviewing, networking, and professional etiquette that will prepare them for future career exploration and success.

In addition, the course will include guest speakers from different professions, field trips to local businesses, and hands-on activities to provide students with real-world exposure to different careers. Students will have opportunities to reflect on their own interests, strengths, and values, and engage in self-assessment exercises to better understand their own career preferences and potential.

By the end of the course, students will have a clearer understanding of various career options, have developed basic career readiness skills, and be better equipped to make informed decisions about their future career paths. This course will empower students to explore their interests, set career goals, and take steps towards building a successful and fulfilling career.

Professional Learning Summit presentation across multiple departments

Schedule of proposed breakout topics. You will notice CTE is included within these collaborative experiences.

Ongoing Collaboration

Collaboration between Career and Technical Education (CTE) programs and counseling services can greatly impact student enrollments in a positive way. When CTE and counseling work together, they can provide students with comprehensive support and guidance, helping them make informed decisions about their career pathways and increasing their interest and engagement in CTE programs. Here's how collaboration between CTE and counseling can lead to increased student enrollments:

Career Exploration: Counselors can play a crucial role in introducing students to the wide range of CTE programs available and help them explore different career options. By providing career assessments, organizing career fairs, and conducting one-on-one career counseling sessions, counselors can help students identify their interests, strengths, and career goals. This information can then be used to guide students towards CTE programs that align with their career interests, increasing their motivation to enroll in these programs.
Academic Planning: Counselors can work closely with CTE instructors to develop academic plans that align with students' career aspirations. This can include helping students select the right courses, develop a sequence of CTE classes, and create a roadmap towards achieving their career goals. By providing academic support and ensuring that students are on track to meet the requirements of their chosen CTE program, counselors can help students feel confident and motivated to enroll in and complete their chosen CTE program.
Individualized Support: Collaborative efforts between CTE and counseling can result in personalized support for students. Counselors can offer individualized counseling sessions to address any academic, social, or emotional challenges that students may face while pursuing their CTE program. This can help students overcome barriers and stay on track with their CTE coursework, leading to increased student retention and completion rates.
Promotion and Marketing: CTE and counseling can work together to promote CTE programs and create awareness among students, parents, and the community. Counselors can actively promote CTE programs during parent-teacher conferences, open houses, and school-wide events. They can also provide information about CTE programs on school websites, social media, and newsletters. By effectively marketing CTE programs, counselors can generate interest and excitement among students, leading to increased enrollments.
College and Career Readiness: Collaboration between CTE and counseling can help students develop the necessary college and career readiness skills. Counselors can provide guidance on resume writing, interview skills, job search strategies, and college application processes, which can prepare students for success in the workforce or further education after completing their CTE program. This can motivate students to enroll in CTE programs as they see the relevance of these programs in preparing them for their future careers.

In conclusion, when CTE and counseling collaborate, they can provide a holistic approach to supporting students' career exploration and readiness, leading to increased student enrollments in CTE programs. By combining academic planning, career exploration, individualized support, promotion, and college and career readiness, CTE and counseling can create a supportive environment that encourages students to enroll in and complete their chosen CTE programs, setting them up for success in their future careers.

Training and Materials

A Proper Budgeting Process

A well-defined budgeting process is a structured and comprehensive approach to creating and managing a budget. This process involves several steps that allow individuals or organizations to plan and allocate resources effectively, while also monitoring spending and adjusting the budget as needed.

The first step in a well-defined budgeting process is to establish clear goals and objectives. These goals and objectives are guided by the sites mission and vision statement. The internal structure of the CTE department works with on site coordinators to develop these goals and objectives, as well as outlines key grants (such as Perkins or Strong Workforce) and stipulates what each body of funding can do to support students needs and outcomes.

The slideshow proximal to this explanation is evidence of the training that takes place with each CTE teacher and coordinator at multiple touchpoints in the academic year. CTE coordinators works with the needs of teachers to purchase subscriptions, replace consumables, purchase materials, admissions to various experiences, relevant tools an machinery and coordinate transportation. CTE coordinators are supported by the director and their team of coordinators to ensure a proper outline and utilization of funds is appropriate.

Once the financial data has been analyzed by coordinators, the next step is to develop a detailed budget plan. This involves identifying specific line items, setting targets or limits for each item, and allocating resources accordingly. It may also involve setting up contingency plans or reserve funds to address unexpected expenses or changes in the financial landscape.

Finally, a well-defined budgeting process involves ongoing evaluation from the CTE Director. This includes reviewing the effectiveness of spending in on targeted markers of student success and making adjustments as needed based on changes in the financial landscape or shifts in organizational priorities. It may also involve soliciting feedback from stakeholders: such as board members, parents, industry partners and students to identify areas for improvement or potential opportunities for cost savings.

Overall, a well-defined budgeting process is a critical tool for effective financial management, allowing individuals or organizations to plan, allocate, and monitor resources in a structured and strategic way.

CTE Budgets Presentation5653

Presentation materials from all staff training on funding and expenditures.

Presentation materials from all staff training on funding and expenditures, please see: Standard 3

Plans for Maintaining and Replacing Consumables

A coordinator located on site at each high school is responsible for maintaining and replacing consumables to support the multiple Career Technical Education (CTE) pathways in place at every comprehensive high school in Fresno Unified. The coordinator identifyees the specific consumables, materials, supplies and machinery needed for each course in the program and monitor the frequency and condition of their use. They also consider the expected lifespan of each item and the budget allocated for replacements. Based on this information, the coordinator creates a schedule for regular maintenance and replacement of consumables to ensure that they are always available when needed. Additionally, the coordinator communicates frequently with instructors to ensure that consumables are being used properly and not wasted unnecessarily. Overall, an organized and proactive approach to managing consumables is essential to the success of any CTE program.

Clear Communication with District Advisory, Local School Admin and District Admin

Communication is crucial for any department to function effectively, and there are several ways a department can communicate with district advisory, local school administrators, and district administrators.

One of the most common ways is through regular meetings, such as departmental meetings, district advisory board meetings, or meetings with local school administrators. These meetings provide an opportunity to share updates, discuss challenges, and gather feedback.

Another way is through reports, which may be presented at these meetings or sent via email. Reports can include data on student performance, program updates, or budget information. Departments may also use technology, such as video conferencing or online platforms, to facilitate communication with remote stakeholders. Finally, departments can communicate through informal channels, such as phone calls or emails, to address urgent or specific issues. Whatever the method, effective communication is critical to ensure that all stakeholders are informed and working together towards the success of the department and the students it serves.

If this interests you, please navigate to standard 6 for more information and examples.

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