SERVICE IN THE INTEREST OF OTHERS…….. COMMUNITY INTERESTS • VISIBLY DEMONSTRATES CONSTRUCTIVE ACCOUNTABILITY MEASURES • SERVES AS RALLYING POINT TO IDENTIFY UNMET COMMUNITY NEEDS AND ENGAGES COMMUNITY IN A PLAN OF ACTION TO ADDRESS THOSE NEEDS • BUILDS HUMAN AND PHYSICAL CAPITAL • IMPROVES ECONOMIC VITALITY OF NEIGHBORHOODS • IMPROVES WORKFORCE FOR LOCAL BUSINESSES • CREATES SAFER ENVIRONMENTS
SERVICE IN THE INTEREST OF OTHERS…….. PUBLIC POLICY INTERESTS • PROVIDES A MEASURABLE MEANS TO DETERMINE RETURNS ON TAXES INVESTED IN PUBLIC SAFETY • PROVIDES OPPORTUNITY TO DEMONSTRATE THAT RISK-APPROPRIATE OFFENDERS CAN BE HELD ACCOUNTABLE CONSTRUCTIVELY IN THE COMMUNITY • PROVIDES A PUBLICLY SUPPORTED MECHANISM TO REDUCE RELIANCE ON INCARCERATION AND RE-INVEST SAVINGS IN PROVEN COMMUNITY BASED PREVENTION EFFORTS
SERVICE IN THE INTEREST OFOTHERS…….. HIGHER INTERESTS • EASES SUFFERING • BUILDS GOODWILL • ALLOWS PEOPLE TO EXPRESS HUMANITY • BRINGS OUT THE BEST IN EVERYBODY • DEVELOPS SENSE OF COMMUNITY • ALLOWS FOR PEOPLE TO EARN REDEMPTION GRACEFULLY • PROMPTS GOOD CITIZENSHIP
The Civic Justice Corps. . . Building healthier, safer communities with the talent, energy and contribution of people crrently or formerly incarcerated The Cascades Center for Community Governance
GOOD Doing Time:
Spectrum of Expectations and Roles High Citizen as Steward DegreeofShortandLong-TermCommunityBenefits Citizen as Contributor Citizen as Recipient Citizen as Object Low Low Degree of Civic Engagement High
Spectrum of Community Efficacy High Places Where Citizens Share Responsibility and protect Each Other’s Health and Well-being DegreeofHealth and Safety Places with a Strong Sense of Neighborhood Identity Places Regarded as Geographic Locations or Areas Places Regarded as Problem Centers Low CIVIC SERVICE Low Degree of Citizen Stewardship High
REENTRY REPORT CARD (Draft) 1. Education Percent of people leaving prison No education qualification ____% who possess a GED, high school GED graduate ____% diploma, associates degree or High school diploma ____% college degree Associates degree ____% College degree ____% 2. Housing Percent of people leaving prison who At 30 days ____% reside in stable, affordable housing At 90 days ____% situations At 180 days ____% At 365 days ____% 3. Health Status % at time of release % to be in treatment within 30 days following release Percent of people leaving prison diagnosed to have health and mental Alcohol/Drug illness problems and percent who are addiction _____% _____% receiving treatment in the community Communicable Disease _____% _____% Mental Illness _____% _____% 4. Employment Percent employed at 30, 60, 90 day 30 days ____% intervals as evidenced by a W-2 form 60 days ____% 90 days ____% Percent who maintain employment in the ____% same trade or profession for at least one year Percent who are working in jobs where health ____% benefits are provided
5. Restorative Responsibilities Percent who have fulfilled restitution and Restitution ____% court-ordered community service Community service ____% responsibilities 6. Recidivism Percent who are cited by parole for Parole violation ___% violations and percent who are charged Misdemeanor offenses ___% by a prosecutor for misdemeanor and Felony offenses ___% felony offenses Percent returned to prison for violations Returned on violations ___% and convictions of new crimes Returned on new convictions ___% 7. Family Relationships Percent who report and are confirmed 30 days ___% by family members to be in positive 90 days ___% family relationships 180 days ___% 8. Civic Engagement Percent who have a verified relationship 30 days ___% with a faith-based and/or community 90 days ___% organization and percent who vote 180 days ___% (where allowed) in local, state, and federal elections Active voters ___% (where allowed) 9. Community Participation Total number of community members Volunteers _____ hrs value $_____ working in volunteer and service roles and value of that volunteerism and Service service to the community participants _____hrs value $_____
SERVICE LEARNING • Making a connection between classroom – based study and service to the community. • Helping youth understand the value of service for the good of themselves and their community.
Service Learning • Encourages youth to learn/develop through active participation • Provides structured time for youth to think, talk and/or write about the activity • Provides youth opportunities to use newly acquired skills and knowledge in real-life situations • Extends learning into the community and helps foster the development and the sense of caring for others.