FCSL Ethics Curriculum

Flower City Soccer League, Inc.

1FCSL, Inc. RAYS Ethics Curriculum

U10

Welcome!Dear Volunteer,

Flower City Soccer League would like to thank you for volunteering your time and welcome you to the FCSL family. We are extremely excited to start this new tutoring initiative and know it will be an exciting and successful year. Our three teams are thrilled to be serving as the pilots for this program.

Since this is the first year of the tutoring and ethics program, you as a tutor serve an immensely important role. You are the ones working directly with the kids, watching them interact, grow, and learn. Your feedback at the conclusion of each session is extremely important. We want to know what is working, what can be fixed or added, and how well-prepared you feel. Our entire focus is on enabling youth to make connections, take action, and improve every aspect of their lives.

We tried to make the program creative, fun, and flexible. You can sign up for as many or as few sessions as you like. Any amount of time you can donate is valuable. Once again, our gratitude to you is immeasurable as this program would not exist without your hard work and effort. We are here to support you so please let us know what we can do and how we can help.

Best,

Mollie FoustDirector of Youth Development

Jason PerryExecutive Director

Jeff ReesePresident, FCSL


Background of Curriculum

The FCSL Tutoring and Ethics Curriculum is creative and interactive for both the tutor and the youth. The purpose is to take the strengths of both the tutors and the kids and empower both sides to create something tangible with it. What are you as a tutor good at? What are your passions? What do you bring to the relationship between you and the kids you are tutoring? Take that and do something with it.

If you are good at music, encourage the youth to write song lyrics, learn an instrument, teach them to read music, create a band, or make a CD. If you like to write, have the youth create stories, make a book, get something published. If you are good at chemistry, develop an experiment or help them create their own. There are resources at the end of this manual that can help you formulate these ideas, but once you start, the ideas will continue to flow.

The underlying features of the curriculum are based on the Search Institute’s 40 Developmental Assets, which you can find at the end of the manual. The purpose of this program is to enable the tutors as well as the youth to recognize their cultural capital and use their strengths to design their own program.

During first weeks, the group of kids will decide what their projects will be and then they will work on that for the next sessions until it is completed. Once the project is finished, then you can decide on a new project.


Table of Contents

Contacts …………………………………………………………………………………………………………………………………………………………..5

Expectation of Tutors …………………………………………………………………………………………………………………………………..6

Tutoring Guidelines……………………………………………………………………………………………………………………………………….7

Realistic Group Facilitation Skills………………………………………………………………………………………………………………8

Sample Session………………………………………………………………………………………………………………………………………………..9

Weekly Topics…………………………………………………………………………………………………………………………………………….…13

Project Ideas…………………………………………………………………………………………………………………………………………………..14

Dice Games……………………………………………………………………………………………………………………………………………………..17

PASS Points………………………………………………………………………………………………………………………………………………….…19

Resources……………………………………………………………………………………………………………………………………………………….23


Jason Perry Executive Director 585-303-6135 [email protected] Foust Youth Development 847-271-5522 [email protected]

Jeff Reese President [email protected] Morihara Vice-President [email protected] Coleman Secretary [email protected] Nisbeth Treasurer [email protected] Simmons Parent Liaison [email protected] Sullivan Grant Writer [email protected] Jordan City of Rochester Parks

and [email protected]

Melanie Davis VOA Site Director 585-647-1344Kevin Holman Flint St. Site Director 585-428-7001 [email protected] King SWAN Site Director 585-436-8201 [email protected] Foust Bulls Head Site Director 847-271-5522 [email protected]

Contacts


Expectations of Tutors

Enjoy the experience and have fun!

Model appropriate and responsible behavior.

Must fill out attendance sheet for each session.

Must fill out feedback form for each session.

Participate in the PASS program.

Provide 24 hour notice of any missed sessions.

Be positive.

Listen.

Be creative.

Don’t be afraid to be silly.

Use movement as often as possible.


Tutoring Guidelines

1. FUN AND ENJOYMENT: Youth will respond and want to continue if things are fun. Create their enjoyment.

2. COMMUNICATION: Ensure the terminology you use is clear and precise. Let youth know you are in charge.

3. POSITIVE REINFORCEMENT: Whenever possible give individuals and/or groups positive reinforcement. Refrain from using negative comments. Use praise as an incentive.

4. BE CREATIVE AND USE INITIATIVE: If the activity or game is too advanced, modify to increase the chances of success.

5. MAKE A DIFFERENCE: Be motivational and inspirational. Enthusiasm and being energetic are contagious.

6. KEEP KIDS ACTIVE: If the activity or game is static, create need of helpers or assistants to keep everyone involved.

7. EACH CHILD IS AN INDIVIDUAL: Be aware of child differences. Aggressive or quiet, recognition of youth personalities will allow you to respond to all students, and they will respond to you positively.

8. STRIVE FOR QUALITY: In all demonstrations make the desired objectives clear. If a student shows mastery of a skill, use him/her to demonstrate.

9. DEVELOP YOUTH RESPECT: Continually get youths to support one another. To show good teamwork/sportsmanship towards all players including opponents, and respect for others attempts and effort.

10. EQUALITY AMONGST YOUTH: Give equal attention to all youth in group or games. Do not leave the less competent students behind nor slow the advanced students.

REMEMBER!

AS A TUTOR YOU SHOULD BE DEDICATED TO THE DEVELOPMENT OF ALL YOUTH WHETHER TECHNICALLY ABLED OR IN NEED OF HELP. YOUR POSITION IS VERY IMPORTANT.

YOU ARE A ROLE MODEL TO THESE CHILDREN. SET EXEMPLARY STANDARDS. DEVELOPING TRUST, GOOD VALUES, AND A POSITIVE ATMOSPHERE IS THE GOAL.

KEEP AWAY FROM CREATING A PRESSURE TO WIN. MAINTAIN EQUALITY THROUGHOUT YOUR SESSIONS AND EMPHASIZE FUN AND DEVELOPMENT.


Realistic Group Facilitation Skills

1) Build a relationship with each student characterized by honesty, trust, and compassion.

2) Listen to the ideas and concerns of students and help them find answers to their questions without telling them the answer.

3) Provide an environment for the group that will build cooperation and understanding

4) Communicate with parents the purpose of the group and the skills being learned

5) Encourage students to be responsible for themselves in every aspect of their life

6) Refer students to resources (e.g. food pantry, counseling, etc.) when appropriate.

7) Encourage different points of view

8) Encourage students’ self-evaluation of behavioral and academic performance

9) Be a positive role-model for youths

10) Celebrate accomplishments of every size


Sample Session

The following lesson-plan is a sample session layout. The essential parts of each tutoring session are:

1) Mural/Warm-up (10 min)2) Homework Completion (30 min)3) Circle-Time (5 min)4) Games and Activities (30 min)5) Discussion/Reflection (15 min)6) Journal (15 min)7) Spills and Thrills (10 min)8) Affirmation (5 min)

The curriculum is fluid in terms of the activities each week. Feel free to move the parts of the session around and modify things as they seem natural to your session. Make sure to document any alterations you make so that we can help improve the curriculum.

During each session, make sure you explain what you are doing that day, why it is important, and how the activities connect to each other and other weeks. Make as many connections as you can between soccer, school, academics, and home.


Tutor Preparation:

Overarching Points:

Materials Needed: Butcher paper Crayons Copies of Diagnostic

Test

Topic: Respect

Level: U10

Introduction

The purpose of this unit is to introduce youth to the course, identify the expectations and develop ground rules for the season, and to help youth understand three levels of respect: yourself, those around you, and the world/environment.

MuralTime: 15 minutesQuestion or phrase of day: Who Am I?The mural will occur at the beginning of each session and is an activity to get kids focused on the topic of the day. They will read the phrase or question and answer it in any way they want: words, pictures, sculpture, dance, skit, song, etc.

Circle TimeTime: 5 minutesWelcome youth and explain agenda of the day and introduce the topic

ActivityTime: 30 minutes

o Make expectations/rules for session Explain that this is a special 12 week

program they were chosen for. Ask what types of rules they thing should be abided by during the twelve weeks. Things that should definitely be included are: trust, respect, confidentiality, fun, no put-downs, etc. Have a volunteer write these on a large

piece of paper.


LESSON

1

At the end, have each youth trace their hand and write their name on the inside, showing that they will abide by these rules. Post these on the wall for all to see.

o Play a fun energizer game such as Electric Pulseo Trace each child on large pieces of butcher paper. Have them

write or draw the things about themselves that they respect.

Discussion/ReflectionTime: 15 minutesDiscuss their definition of respect. Do they feel they are respected at home? At school? By teachers? By friends? What can they do to show respect to others? How do they feel when they are respected? Use the murals and bodies to illustrate that everyone deserves respect. Reiterate the ideas of respecting the game (of soccer), respecting property, respecting ideas, etc. This means no lying, stealing, inappropriate behavior.

JournalTime: 15 minutesHave students begin their journals. Reassure them that you will not be reading them and they can put anything they want in them: words, pictures, stories, ideas. However, give them sample questions to answer if they get stuck. These can include: What was the best thing that happened to me today? What would I want to change about today?

Spills and ThrillsTime: 10 minutesSit in a circle and have each student tell the lowest point of their week or day (spills) and the highest point of their day or week (thrills). You may need to limit these to one minute each if they get to long.

AffirmationTime: 5 minutesEach session will end with an affirmation that students will repeat after you. You can make them up and they should be relevant to the things you discussed today. Have students stand up and close their eyes. Say each of these statements loudly:

I am (I am)An awesome person (an awesome person)I will (I will)Achieve great things (achieve great things)


I can (I can)Be anything (be anything)Do anything (do anything)Accomplish everything (accomplish everything)

I will (I will)Respect myself (respect myself)Respect my body (respect my body)This means (this means)Not putting anything in my body (not putting anything in my body) That can do harm to myself (that can do harm to myself)That can do harm to my mind (that can do harm to my mind)That can do harm to my friends (that can do harm to my friends)

I will (I will)Respect my family (respect my family)Respect my friends (respect my friends)And I expect others (and I expect others)To respect me (to respect me)

This is the beginning (this is the beginning)Of a new change (of a new change)And I vow right now (and I vow right now)To be the best I can be (to be the best I can be)And never settle for anything less (and never settle for anything less)


WEEK WEEKLY TOPIC PROJECT SUGGESTIONS

1. Respect Rules, Expectations; body trace

2. Sharing/Teamwork Flag for team spirit

3. Responsibility Cleaning up after yourself

4. Fairness Cookie with toppings, girls get to choose activities for day

5. Honesty Media depictions of cigarettes or toys

6. Self-Discipline Goal-setting and achievement

7. Compassion Write a letter to a loved one

8. Trustworthiness Who are your friends? The company you keep is important.

9. Action/Initiative Walk around center, find something to improve and actually do it!

10 Perseverance Write a newspaper article about a time you persevered

11 Citizenship Write a letter to a local politician or principal

12. Overview

Weekly Topics

Materials Provided

Each location will be provided with the following materials:

Tutoring Manual—updated weekly Ice-breakers Kit Supplies Box

oo Playdough, Dice, String, Markers, Beads, Marbles, Play

Money, Stickers, Index cards, Flash cards (word, letter, number, math, picture), Brain Quest, Math CDs, Egg Cartons

Attendance Sheets Feedback Forms Journals for each child


Project Ideas

Remember that these are only ideas. Create your own or modify these to fit your session. And keep in mind that anything, ANYTHING can be turned into a game or a competition.

Mancala

Skills: MathStrategyCritical thinking

Equipment:Egg cartonsMarbles, beads, rocks, or other small objects

How to Play:Begin by giving each group of two an egg carton. Tell them to decorate it as it is their mancala board and pairs can win by having the most creative board as well as the most skill at the game. To play, put four marbles in each hole except the two at each end. The ends become your “home.” Each player "owns" the end on his right and the four holes closest to him. Player 1 starts by scooping up all the marbles from one of his holes (players may never start from a “home” or from the opponent's side). Player 1 drops one marble into the next hole on the right, one marble into the second hole on the right, continuing around the board (counterclockwise) until he has no more stones in his hand. If Player 1 reaches his own “home”, he drops a marble into it. Players do not drop marbles into their opponents' “homes”, they skip them and continue dropping marbles, one at a time, from their hand until they run out of marbles. When the player runs out a marbles, they pick up all the marbles from the hole they ended with and continue play until they run out of marbles in an empty hole. If a player runs out of marbles on their own “home” they get to start again from any of their own holes. At the end of the game, players count the stones in their “homes” - the player with the most stones wins.

Magnetic Poetry

Skills:WritingImagination

Equipment:


Word flash-cards

How to Play:Have students create their own large-scale poetry using the word flash-cards. They can be about any topic they choose or you can specify limits. Once they are finished, have each student write it down in their journal, read it aloud, or explain what it is about. Offer words of encouragement.

Other variations can include, see who can make the longest sentence out of the word flash cards, play a racing game to see who can read the words first.

Picture Flash-Cards

Skills:Spelling

Equipment:Picture flash-cards

How to Play:Divide group into two teams. Take the set of picture flash-cards and have the groups compete for spelling the word correctly. If the first team gets it wrong, the other team has a chance to steal the points. The team with the most points at the end wins.

You can also have the kids create their own picture flash-cards using index cards and magazine clippings.

Squiggle

Skills:WritingImagination

Equipment:Sheets of paperLetter flash-cardsDrawing instruments

How to Play:Give each child a piece of paper. Draw a letter from the letter flash-cards. Have them write this letter on their piece of paper, however big they want to. Now, tell them that letter is the beginning of a picture and have them create a picture using that letter-object. Example: an “m” can be turned into


a caterpillar, an “o” can be turned into a sun. Variations can be to draw only objects that begin with that letter.

Jabber Jot

Skills:CreativityReading

Equipment:Picture flash-cardsWord flash-cards

How to Play:Have each player pick a word card and a picture card. They then have 60 seconds to create a story that uses these two words or ideas. Have players take turns and at the end the group decides who had the most creative story.

Chance Beads

Skills:CountingFractions

Equipment:Beads or other objects you can put on a stringStringNumber flash cards

How to Play:Have everyone make bracelets, necklaces, or keychains. They can use beads or other objects that can be put on a string. Have kids randomly pick a number flash card. They must them put that amount of the same color or same object on their string. Pick a different number and have them put those on. Ask questions about what fraction are one color versus the other. You can modify this activity to addition, subtraction, multiplication, and division, and you can do it with paper and glue as well.


Dice Games

Dice are a fun and easy way to teach math skills: add them, subtract them, multiply, and divide! Also, it is easy to make things a competition.

Beat That

Skills:NumberPlace valueStrategic thinking

Equipment:2 dice (up to 7 dice for older players)Paper and pencil for scoring

How to play:

Roll the dice and put them in order to make the highest number possible. If you roll a 4 and an 6, for example, your best answer would be 64. Using 3 dice, a roll of 3, 5 and 2 should give you 532, and so on. Write down your answer, pass the dice, and challenge the next player to “Beat That!”

Play in rounds and assign a winner to each round.

For a change, try making the smallest number possible! This is a great game for reinforcing the concept of place value. If you are playing with younger children, explain your reasoning out loud and encourage them to do the same.

Climb the Mountain

Skills:Number recognitionManipulating numbersStrategy (variations)

Equipment:2-3 dicePaper and pencil

How to play


The object of the game is to be the first to climb your mountain, in number order, and then descend the other side.

Give each player a piece of paper and tell them to draw a mountain on it. Then label the numbers 1-6 (or 12) up one side of the mountain and then down the other.

The first player rolls the dice and hopes for a 1, which will allow him/her to cross the number 1 off his/her mountain. He/She must “ascend” in numerical order, so cannot cross off the 2 until he/she has crossed off the 1. If he/she rolls a 1 and a 2, however, he/she can cross both numbers off in one turn. Play continues until someone has made it all the way up their mountain and down the other side in the correct order.

Luck of the Roll

Skills:AddingSubtraction

Equipment:3 dice10 counters or small toys

How to play

Adapt one existing dice with small stickers or masking tape. Write a plus, minus, multiplication, or division sign on each side.

Put the 10 counters in a row in the middle of the players. The youngest starts and rolls all the dice, then does the problem (you may need to remind younger children to put the largest number first in a subtraction problem!). The answer to the sum is that player’s score. Each player takes a turn and the winner of the round (the player with the highest score) takes a counter or toy from the middle. Play until all the counters have gone and count up to declare an overall winner.


Participation, Academics, Sportsmanship, and Service (PASS) Points Program Model

The PASS points program is designed to encourage positive and responsible citizenship among Rochester youth. PASS points can be awarded to students for a variety of reasons, as detailed below. Negative actions and behaviors can result in a reduction of PASS points. Coaches, tutors, ethics mentors, peers, parents, teammates, facilities’ staff and volunteers, and other FCSL related members can grant PASS points to any registered FCSL player.

Each player will receive a folder with their “account” information inside. They will be responsible for bringing this folder with them to practices and games. Each player will start with a balance of 50 points. The adult verifying the points will be required to explain what the points were given for and provide a signature.

Below are the PASS point’s guidelines. Actual points distribution are at the discretion of the person presenting the points but should follow this model to remain consistent throughout the league. Some points are automatically granted while others can be given at any time.

Category I: Practices

Reason for points # of points

Attending Practice 10

Arriving Early or On-time 5

Category II: Games


Attending Games 5

Arriving Early or On-time 5

Receiving Sportsmanship Award 10

Category III: Behavior


Positive Attitude 5

Exceptional Sportsmanship 5

Willingness to teach peers, teammates 5

Behavior Control 5

Respectful Language 5

Encouragement of teammates 5

Doing things without being asked 5


For athletes participating in the Flower City Academy™ only:

Category IV: Academics


Attending Academic Session 10

Finishing Homework 7

Participating in Activities 6

Grade Improvement 10

Receiving an A on a test 2

Category V: Seminars


Attending Seminars 10

Participating in Seminars 6

Positive contributions to group 3

Category VI: Journals


Completing journal at conclusion of practice 3

Completing journal at conclusion of game 3

Completing journal at conclusion of day 3

Category VII: Service


Participation in a community service project 25

Active in the development of the project 15


Flower City Soccer LeaguePASS Points Account

Name:____________________________________ Team:_______________________

Date Reason for Points Signature Points

10/20/08 Initial Balance 50


Flower City Soccer LeaguePASS Points Account

Name:____________________________________ Team:_______________________

Date Reason for Points Signature Points


Resources

General

Emergency9-1-1

Center for Youth 24-hour Hotline (585) 271-7670

Poison Control Center601 Elmwood Ave.Rochester, NY 14642(585) 273-4155

2-1-1 LifelineCall 211 or (585) 275-5151

Monroe County Department of Children and Family Serviceshttp://www.monroecounty.gov/hs-family.php(585) 530-KIDS (5437)

Abuse

Monroe County Department of Social Services Child Abuse Hotline1-800-461-5690

Alternatives for Battered Womenhttp://www.abwrochester.org/(585) 232-7353

Rochester Safe Starthttp://www.childrensinstitute.net/community/safeStart/(585) 275-5151

Society for the Protection and Care of Children(585) 325-6101

AIDS/HIV

AIDS Rochester, Inc.http://www.aidsrochester.org/1350 University Ave.Rochester, NY 14607(585) 442-2220

Baden Street Settlement AIDS Project(585) 325-8130

Monroe County Sexually Transmitted Disease Clinic111 Westfall RoadRochester, NY 14692(585) 753-5481 or (585) 753-5375

IN-CONTROL Teen Clinic1-866-600-6886http://www.pprsr.org/incontrol/teenclinic.cfmMonday 5:00 p.m. - 8:00 p.m. 114 University Avenue Rochester, NY 14605

NYS Department of Health HIV Counseling and Testing(585) 423-8081

Counseling

Center for Youth http://66.49.132.90/services.html905 Monroe AveRochester, NY 14620585-473-2464

Urban League of Rochester—Family and Children Services Divisionhttp://www.ulr.org/265 North Clinton Avenue Rochester, New York 14605 (585) 325-6530


IBERO Family Support Unit(585) 265-8900

Death and Loss

Kids Adjusting Through Support (KATS)1332 Pittsford-Mendon Road Mendon, NY 14506http://www.communitywishbook.com/KidsAdjustingThroughSuppt.html(585) 624-5555

Family and Friends of Murdered Children(585) 472-3156

Drugs and Alcohol

City/County Drug Helpline2-1-1 or (585) 275-0505

Al-Anon/Al-Ateen Family Groupshttp://www.al-anon.alateen.org/(585) 288-0540

Heart Coalition for a Drug Free Rochester (585) 428-7371

Huther Doyle Prevention Serviceshttp://hutherdoyle.com/2368 Lyell AvenueRochester, NY 14606 (585) 429-7510360 East AvenueRochester, NY 14604-2612 (585) 325-5100 or (585) 381-4810

Narcotics Anonymoushttp://www.rochesterny-na.org/(585) 234-7889

Unity Chemical Dependency1565 Long Pond RoadRochester, NY 14626(585) 723-7740

NYS Smokers Quitline

www.nysmokefree.com1-888-609-6292

Eating Disorders

Unity Eating Disorders Programhttp://www.unityhealth.org/mentalhealth/services_mental_eatingdisorder.aspx89 Genesee StreetRochester, NY 14611(585) 368-3709

National Eating Disorder Association1-800-931-2237www.nationaleatingdisorders.org

Employment

ABC Employment Services(585) 325-5116 x3413

Baden Street(585) 325-8140

Center for Youth Learn 2 Earn Program(585) 271-7670

Rochester Fatherhood Initiative(585) 235-3160http://www.rfriweb.org/

Rochester Works!(585) 258-3500www.rochesterworks.com

Threshold Center for Alternative Youth Serviceshttp://www.thresholdcenter.org/145 Parsells AvenueRochester, NY 14609(585) 454-7530

Urban League of Rochesterhttp://www.ulr.org/265 North Clinton Avenue Rochester, New York 14605


(585) 325-6530

Babysitting Course with Red Cross(585) 241-4434

Food Pantry/Soup Kitchen

Southwest Ecumenical Ministries 350 Chili AvenueRochester, NY 14611585-235-4494

ST. PETER'S SOUP KITCHEN 681 Brown StreetRochester, NY 14611(585) 235-6511

VOA - NEIGHBORHOOD SERVICES CENTER 167 Fulton AvenueRochester, NY 14613(585) 429-5360

Faith Temple 141 Arnett Blvd.Rochester, NY 14619(585) 235-6814

GROW/FAMILY RESTORATION PROJECT360 Wellington AvenueRochester, NY 14619(585) 328-9970

CALVARY ST ANDREW'S EMERGENCY FOOD68 Ashland StreetRochester, NY 14620(585) 325-4950

GOD'S WORK PENTECOSTAL CHURCH

953 Joseph AvenueRochester, NY 14621(585) 544-5858

HOUSE OF GRACE1101 Norton StreetRochester, NY 14621(585)467-3093

IBERO777 Clifford AvenueRochester, NY 14621(585) 454-1430

PUERTO RICAN YOUTH DEVELOPMENT997 North Clinton AvenueRochester, NY 14621

ST. ANDREW'S EMERGENCY FOOD CUPBOARD890 Portland AvenueRochester, NY 14621(585) 338-1764

MEEK680 Carbot RoadRochester, NY 14626(585) 225-2497

PROGRESSIVE SOUP KITCHEN270 Cumberland StreetRochester, NY 14603(585) 454-4175

BLOCK MINISTRY321 East AvenueRochester, NY 14604(585) 232-1136

REFORMATION LUTHERAN CHURCH111 North Chestnut StreetRochester, NY 14604(585) 454-3367

SALEM NUTRITION CENTER60 Bittner StreetRochester, NY 14604(585) 454-5973


Salvation Army70 Liberty Pole WayRochester, NY 14604(585) 987-9540

Baden Street Settlement152 Baden StreetRochester, NY 14605(585) 325-4910

BETHANY HOUSE 169 St. Bridgett's DriveRochester, NY 14605(585) 454-4197

BETHESDA COMMUNITY CUPBOARD120 St. Bridget DriveRochester, NY 14605(585) 546-6067

Catholic Family Center1476 St. Paul StreetRochester, NY 14605(585) 232-2050

COMMUNITY FOOD CUPBOARD253 North Clinton AvenueRochester, NY 14605(585) 325-4990

Esperanza Latina235 North Clinton AvenueRochester, NY 14605

LEWIS STREET CENTER EMERGENCY CUPBOARD57 Central ParkRochester, NY 14605(585) 327-7200

MT. CARMEL FOOD CUPBOARD 59 Ontario StreetRochester, NY 14605(585) 454-6766

ST. MARTIN'S PLACE55 Ontario StreetRochester, NY 14605(585) 325-6500

The Community Place of Greater Rochester547 Joseph AvenueRochester, NY 14605(585) 262-7008

ST. THEODORE'S SOCIAL MINISTRIES222 Spencerport RoadRochester, NY 14606(585) 429-5360

Health

IN-CONTROL Teen Clinichttp://www.pprsr.org/incontrol/585-328-3408470 West Main Street Rochester, NY 14608

Anthony Jordan Health Center82 Holland Street Rochester, New York 14605 (585) 423-5800www.jordanhealth.org

Threshold Center for Alternative Youth Serviceshttp://www.thresholdcenter.org/145 Parsells AvenueRochester, NY 14609(585) 454-7530

SMILEmobile485 N Clinton Ave, Rochester, NY(585) 464-9459279 Ridge Rd W, Rochester, NY(585) 232-6133

MCC Dental Hygiene Clinic(585) 292-2045http://www.monroecc.edu/depts/denhyg/clinic.htm


Homeless/Run Away Services

The Center for Youth http://66.49.132.90/905 Monroe Avenue, Rochester, NY 14620(585) 271-7670

Salvation Army Genesis House Youth Shelter35 Ardmore StreetRochester, NY 14611(585) 235-2660

National Runaway Hotlinehttp://www.1800runaway.org/1-800-621-4000

Mercy Residential Serviceshttp://www.mercyresidential.org/198 Oriole St.Rochester, NY 14613(585) 254-2175

Hillside Alternatives for Independent Youth1337 East Main StreetRochester, NY 14609(585) 654-4511 or (585) 256-7600

Legal Services

Volunteer Legal Services Projecthttp://www.vlsprochester.org/(585) 232-3051

Monroe County Public Defender’s Officehttp://www.monroecounty.gov/defender-index.php(585) 753-4210

Pregnancy

In-Control Teen Clinic1-866-600-6886(585) 328-3408

http://www.pprsr.org/incontrol/teenclinic.cfmMonday 5:00 p.m. - 8:00 p.m. 114 University Avenue Rochester, NY 14605

Planned Parenthood of Greater Rochesterhttp://www.pprsr.org/home/114 University Avenue Rochester, NY 14605(866) 600-6886

CARE1-800-CARE-002

Birthright of Rochesterhttp://www.birthright.org/htmpages/index.htm3380 Monroe Avenue(585) 385-2100819 W. Main Street(585) 328-8700

Strong Rochester Adolescent Maternity Programhttp://www.stronghealth.com/services/childrens/OutreachPrograms/RAMP.cfm(585) 275-2962

Rape or Sexual Assault/Abuse

Rape Crisis Service Centerhttp://www.pprsr.org/rapecrisis/(585) 546-2777

2-1-1 LifelineCall 211 or (585) 275-5151

Strong Hospital Safe Center(585) 275-4551

Bivona Child Advocacy Centerhttp://www.bivonacac.org/275 Lake Ave.Rochester, NY 14608(585) 935-7800


Monroe County Child Abuse Maltreatment Register(585) 461-5690

National Society for Missing and Exploited Children(585) 242-0900

Sexual Orientation

Gay Alliance of the Genesee Valleyhttp://www.gayalliance.org/875 E Main St, Suite 500Rochester, NY 14605(585) 244-8640

Parents, Families, and Friends of Lesbians and Gayshttp://community.pflag.org/Page.aspx?pid=194&srcid=-2(585) 234-0156

Trevor Helpline1-866-4U-TREVORwww.thetrevorproject.org

Suicide Prevention

2-1-1 LifelineCall 211 or (585) 275-5151

National Suicide Prevention Lifelinehttp://www.suicidepreventionlifeline.org/1-800-273-TALK (8255)

Women’s Shelter

Alternatives for Battered Womenhttp://www.abwrochester.org/585-232-7353

Sojurner Househttp://www.sojournerhouse.org/30 Millbank StRochester, NY 14619(585) 436-7100

Women's Place 146 Hobart StreetRochester, NY 14611(585) 429-5360


FCSL Ethics Curriculum

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Transcript of FCSL Ethics Curriculum