WHO IS ACCREDITED?

Private Organization Accreditation

Consumer Credit Counseling Service of the Savannah Area's mission is to provide the best non-profit community service, dedicated to delivering professional and confidential counseling, debt management, housing counseling and consumer education to all segments of the community regardless of ability to pay.
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VOLUNTEER TESTIMONIAL

Barry Gourley

Volunteer Roles: Endorser; Peer Reviewer

It is an honor to be a COA volunteer. I’ve had a great opportunity to work with fabulous COA volunteers, I’ve grown professionally in the COA accreditation process and I’ve met some wonderful people across this nation who are working hard to help and support children and families.
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Purpose

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

MS 9: Personnel

Supervisors, coordinators, or designated program personnel who oversee the mentoring program have the education, training, experience, and skills needed to support mentors and mentees, and promote positive, lasting matches.

Interpretation: The personnel categories charged with supervising mentors and their relationships may vary depending on each program model. Although position titles and roles may vary by organization and/or program, all individuals overseeing mentors and mentoring relationships should meet the guidance provided within MS 9.

Rating Indicators
1
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.
2
Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice standards; e.g., 
  • With some exceptions, staff (direct service providers, supervisors, and program managers) possess the required qualifications, including: education, experience, training, skills, temperament, etc., but the integrity of the service is not compromised.
    • Supervisors provide additional support and oversight, as needed, to staff without the listed qualifications.
    • Most staff who do not meet educational requirements are seeking to obtain them.
  • With some exceptions staff have received required training, including applicable specialized training.
    • Training curricula are not fully developed or lack depth.
    • A few personnel have not yet received required training.
    • Training documentation is consistently maintained and kept up-to-date with some exceptions.
  • A substantial number of supervisors meet the requirements of the standard, and the organization provides training and/or consultation to improve competencies.
    • Supervisors provide structure and support in relation to service outcomes, organizational culture and staff retention.
  • With a few exceptions caseload sizes are consistently maintained as required by the standards.
  • Workloads are such that staff can effectively accomplish their assigned tasks and provide quality services, and are adjusted as necessary in accord with established workload procedures.
    • Procedures need strengthening.
    • With few exceptions procedures are understood by staff and are being used.
  • With a few exceptions specialized staff are retained as required and possess the required qualifications.
  • Specialized services are obtained as required by the standards.
3
Practice requires significant improvement, as noted in the ratings for the Practice standards.  Service quality or program functioning may be compromised; e.g.,
  • One of the Fundamental Practice Standards received a rating of 3 or 4.
  • A significant number of staff, e.g., direct service providers, supervisors, and program managers, do not possess the required qualifications, including: education, experience, training, skills, temperament, etc.; and as a result the integrity of the service may be compromised.
    • Job descriptions typically do not reflect the requirements of the standards, and/or hiring practices do not document efforts to hire staff with required qualifications when vacancies occur.
    • Supervisors do not typically provide additional support and oversight to staff without the listed qualifications.
  • A significant number of staff have not received required training, including applicable specialized training.
    • Training documentation is poorly maintained.
  • A significant number of supervisors do not meet the requirements of the standard, and the organization makes little effort to provide training and/or consultation to improve competencies.
  • There are numerous instances where caseload sizes exceed the standards' requirements.
  • Workloads are excessive and the integrity of the service may be compromised. 
    • Procedures need significant strengthening; or
    • Procedures are not well-understood or used appropriately; or
  • Specialized staff are typically not retained as required and/or many do not possess the required qualifications; or
  • Specialized services are infrequently obtained as required by the standards.
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.,

?For example:
  • 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
    • Program staffing chart that includes lines of supervision
    • List of program personnel that includes:
      1. name;
      2. title;
      3. degree held and/or other credentials;
      4. FTE or volunteer;
      5. length of service at the organization;
      6. time in current position
    • Table of contents of training curricula
    • Table of contents of training curricula
    • Ratio of supervisors/coordinators to matches
    • Procedures and criteria used for assigning and evaluating workloads
    • Job descriptions
    • Documentation of training
    • Training curricula
    • Interview:
      1. Mentor supervisors/coordinators
      2. Personnel
    • Review personnel files

  • MS 9.01

    Mentor supervisors are responsible for establishing, supervising, and supporting matched relationships.


  • MS 9.02

    Supervisors, coordinators, or designated program personnel who oversee the mentoring program have the competencies needed to:

    1. recruit mentors, as needed;
    2. match mentors with individuals who may need a mentor;
    3. screen, select, train, support, and supervise mentors; and
    4. collaborate effectively with mentees and their parents or legal guardians, as appropriate.

    Interpretation: Competency can be demonstrated through a combination of education, training, and experience.

    Interpretation: All program personnel overseeing the mentoring program should demonstrate a trauma-informed perspective, treating mentors and mentees with respect, and avoiding derogatory or stigmatizing language.

    Interpretation: Survivor mentoring program personnel should possess a sociocultural understanding of human trafficking, as well as a demand-driven understanding of prostitution.


  • MS 9.03

    Employee workloads support the achievement of positive outcomes for mentees, are regularly reviewed, and are based on an assessment of the following:

    1. the qualifications, competencies, and experience of personnel, including the level of supervision needed;
    2. the work and time required to accomplish assigned tasks and job responsibilities; and
    3. service volume.

    Interpretation: The organization should ensure that staff have sufficient time to facilitate the development of successful relationships. 

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