Private Organization Accreditation

Children's Home Society of Florida delivers a unique spectrum of social services designed to protect children at risk of abuse, neglect or abandonment; to strengthen and stabilize families; to help young people break the cycle of abuse and neglect; and to find safe, loving homes for children.


Audrey Coleman, RN-MSN

Volunteer Roles: Military Reviewer; Peer Reviewer; Team Leader

My first experience with COA was in 1999 with what was a NC Area Program. I started as a peer reviewer in 2005, doing two to four site visits a year. I am also a team leader and have recently been approved to be a military reviewer.
read more>>


Individuals participating in Mentoring Services develop supportive, positive relationships that contribute to the achievement of personal, social, and educational growth.

MS 8: Supervising and Monitoring Relationships

Matches are routinely monitored to support the development of positive mentoring relationships.

Rating Indicators
All elements or requirements outlined in the standard are evident in practice, as indicated by full implementation of the practices outlined in the Practice standards.
Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice standards; e.g.,
  • Minor inconsistencies and not yet fully developed practices are noted, however, these do not significantly impact service quality; or
  • Procedures need strengthening; or
  • With few exceptions procedures are understood by staff and are being used; or
  • For the most part, established timeframes are met; or
  • Proper documentation is the norm and any issues with individual staff members are being addressed through performance evaluations (HR 6.02) and training (TS 2.03); or
  • Active client participation occurs to a considerable extent.
Practice requires significant improvement, as noted in the ratings for the Practice standards. Service quality or program functioning may be compromised; e.g.,
  • Procedures and/or case record documentation need significant strengthening; or
  • Procedures are not well-understood or used appropriately; or
  • Timeframes are often missed; or
  • A number of client records are missing important information  or
  • Client participation is inconsistent; or
  • One of the Fundamental Practice Standards received a rating of 3 or 4.
Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice standards; e.g.,
  • No written procedures, or procedures are clearly inadequate or not being used; or
  • Documentation is routinely incomplete and/or missing; or  
  • Two or more Fundamental Practice Standards received a rating of 3 or 4.

Table of Evidence

Self-Study Evidence On-Site Evidence On-Site Activities
    • Procedures for monitoring and supervising matches, including contacts with:
      1. mentors;
      2. mentees; and
      3. family members of mentees, when applicable
    • Procedures for closing matches
No On-Site Evidence
    • Interview:
      1. Program director
      2. Mentor supervisors/coordinators
      3. Mentors
      4. Mentees
      5. Families of mentees, when applicable
    • Review case files for mentors and mentees 

  • MS 8.01

    A case file is maintained for each mentoring relationship which contains:

    1. a summary of information learned about the mentor and mentee during screening and matching;
    2. a record of all meetings involving the  mentor’s supervisor, the mentor, the mentee, and involved parents or legal guardians, as applicable; and
    3. a record of the date, duration, and activities completed at each mentoring meeting.

    Interpretation: Whether paid or volunteer, the mentor’s case file should be separate from the mentor’s personnel or HR records. 

  • FP
    MS 8.02

    Mentor supervisors have regular contact with mentors and mentees to provide support and monitor the appropriateness and effectiveness of the match.

    Interpretation: Contact can occur weekly, monthly, or quarterly, depending on the stage and nature of the mentoring relationship. More frequent contact and monitoring may be necessary during the early stages of a match or if a match is considered to be in jeopardy of premature closing. When evaluating the match, reviews of case files are required.

    Interpretation: For programs serving victims of human trafficking, the organization should provide sufficient oversight of the mentoring relationship to ensure the health and mental health of both parties.

    Note: See Research Note to MS 6.03.

  • FP
    MS 8.03

    Parents or legal guardians of children, youth, or dependent adults are involved in providing information about the progress of the mentee, and are contacted by the mentor or mentor’s supervisor:

    1. biweekly, during the first month of service;
    2. monthly, for the remainder of the first year; and
    3. quarterly, after the first year of service.

    Interpretation: Contacts with parents or legal guardians can occur in person or by phone. Similar to MS 8.02, it may be appropriate to contact parents or legal guardians more frequently if a match is considered to be in jeopardy of premature closure. If interest is lacking or the organization has trouble obtaining input, it may also be appropriate to seek input from other involved adults. For example, school-based programs can involve teachers or other school personnel who interact with the mentee. If another organization (such as a juvenile justice agency) retains temporary custody of the mentee it is sufficient to contact and obtain information from that organization.

    Interpretation: Program design may impact whether contact with parents described within the standard is the responsibility of the mentor or the mentor’s supervisor. When mentors are full-time staff, it may be more appropriate for the mentor to obtain and document dates of contact and progress reports from parents, legal guardians, or other involved adults.

    Note: See Interpretation to MS 5.03.

    NA The organization does not serve children, youth, or dependent adults.

  • MS 8.04

    When it is necessary to close a match, the mentor’s supervisor or the mentor ensures that the relationship ends in a planned, constructive manner.

    Interpretation: It may be necessary to close a match for a variety of reasons, including, for example: if the mentor or mentee relocates, if the match is determined to be unsuitable or inappropriate, or if the match was designed to end at a specific time, such as school-based matches designed to end when the school-year ends.

    Interpretation: Program design may impact whether the match is closed by the mentor or the mentor’s supervisor. When mentors are full-time staff, it may be more appropriate for the mentor to conduct match closing procedures unless otherwise indicated.

  • MS 8.05

    If a mentee is asked to leave the program the organization makes every effort to link the mentee with appropriate services.

Copyright © 2019 Council on Accreditation. All Rights Reserved.  Privacy Policy and Terms of Use
wish4book adult-porno.org