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 and training; 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
Several client records are missing important information; or
Client participation is inconsistent.
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.
Procedures for monitoring and supervising matches
Procedures for closing matches
No On-Site Evidence
Interviews may include:
Parents/legal guardians of mentees, when applicable
Review personnel and case files for mentors
Review case files for mentees
The organization documents:
all meetings involving the mentor’s supervisor, the mentor, the mentee, and involved parents or legal guardians, as applicable; and
the date, duration, and activities completed at each mentoring meeting.
Whether mentors are paid or volunteer, their case files should be separate from their personnel or HR records.
Mentor supervisors monitor the appropriateness and effectiveness of the match, and support mentors and mentees, by providing:
regular contact with mentors and mentees;
assistance with practical problems;
suggestions or directions regarding behaviour or future activity; and
reassurance and recognition of the value of the mentor’s efforts.
Contact and monitoring may need to be more frequent, and support more extensive, if a match is in its early stages, if a match is considered to be in jeopardy of premature closing, or if mentees face special challenges (e.g., youth custody involvement, mental health or substance use conditions, or experience with human trafficking. Programs serving victims of human trafficking may need to provide additional oversight of the mentoring relationship to ensure the physical and psychological health of both parties.
Examples: Contact with mentors and mentees may occur weekly, bi-weekly, monthly, or quarterly, depending on the stage and nature of the mentoring relationship. In addition to regular contacts with supervisors, mentors may also receive ongoing support through group activities such as training and support sessions.
Note:When paid program staff are used as mentors, the content addressed in this standard should be incorporated into the organization’s training and supervision system for the mentoring program (see CA-TS 1, 2, and 3).
When the program serves children, youth, or dependent adults the organization involves parents or legal guardians in monitoring the appropriateness and effectiveness of the match, checking in with them at least:
biweekly, during the first month of mentoring;
monthly, for the remainder of the first year; and
quarterly, after the first year.
Program design may determine who is responsible for contacting parents or legal guardians. While a mentor supervisor will typically conduct these check-ins when mentors are volunteers, it may be appropriate for mentors to do so if they are full-time staff.
If the organization has trouble obtaining input from parents or legal guardians, 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 youth custody agency) retains temporary custody of the mentee it is sufficient to contact and obtain information from that organization.
NAThe organization does not serve children, youth, or dependent adults.
Examples: Contact with parents or legal guardians may occur in person or by phone. It may be appropriate to contact parents or legal guardians more frequently if a match is considered to be in jeopardy of premature closure.
When it is necessary to close a match, the organization ensures that the relationship ends in a planned, constructive manner.
Program design may determine who is responsible for closing the match. When mentors are full-time staff, it may be appropriate for the mentor to implement match closing procedures unless otherwise indicated.
Examples: 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 is designed to end at a specific time, such as school-based matches designed to end when the school year ends.
If a mentee has to leave the program unexpectedly, the organization makes every effort to identify other service options and link the mentee with appropriate services.