Standards for public agencies

2020 Edition

Mentoring Services (PA-MS) 6: Matching

Matches are made based on mentors’ and mentees’ strengths, needs, preferences, and interests.
2020 Edition

Currently viewing: MENTORING SERVICES (PA-MS)



Individuals participating in Mentoring Services develop supportive, positive relationships that contribute to the achievement of personal, social, and educational growth.
Full Implementation, Outstanding Performance
A rating of (1) indicates that the agency's practices fully meet the standard and reflect a high level of capacity.  
  • All elements or requirements outlined in the standard are evident in practice, with rare or no exceptions: exceptions do not impact service quality or agency performance. 
Substantial Implementation, Good Performance
A rating of (2) indicates that an agency's infrastructure and practices are basically sound but there is room for improvement.
  • The majority of the standards requirements have been met and the basic framework required by the standard has been implemented. 
  • Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality or agency performance.

Partial Implementation, Concerning Performance
A rating of (3) indicates that the agency's observed infrastructure and/or practices require significant improvement.  

  • The agency has not implemented the basic framework of the standard but instead has in place only part of this framework.  
  • Omissions or exceptions to the practices outlined in the standard occur regularly, or practices are implemented in a cursory or haphazard manner.  
  • Service quality or agency functioning may be compromised.  
  • Capacity is at a basic level.
Unsatisfactory Implementation or Performance
A rating of (4) indicates that implementation of the standard is minimal or there is no evidence of implementation at all.  
  • The agency’s observed service delivery infrastructure and practices are weak or non-existent; or show signs of neglect, stagnation, or deterioration.
Self-Study EvidenceOn-Site EvidenceOn-Site Activities
  • Matching procedures
  • Informational materials describing the mentoring initiative
  • Interviews may include:
    1. Program director
    2. Relevant personnel
    3. Mentors
    4. Mentees
    5. Parents/legal guardians of mentees, when applicable
  • Review personnel and case files for mentors
  • Review case files for mentees

PA-MS 6.01

The agency considers information learned during screening and assessment when matching mentors with mentees.
Examples: Characteristics that may be relevant to consider when making matches include language spoken, interests, age, gender identity and expression, background, race, ethnicity, culture, religion, sexual identity, sexual orientation, special needs, personality and temperament, strengths, and/or the expressed preferences of the mentor, mentee, and the mentee’s parent or legal guardian. Logistical issues, such as schedule availability and geographic proximity, may also be relevant considerations.

Fundamental Practice

PA-MS 6.02

Mentees, and their parents or legal guardians, as appropriate, provide written, informed consent to the proposed match.


Minor children and youth, and dependent adults, may be limited in the extent to which they can approve of and consent to matches. When the mentee is in the temporary custody of an agency (e.g. a juvenile justice agency), the custodial agency may provide the consent.

PA-MS 6.03

Prior to initiating the mentor-mentee relationship, the agency:
  1. helps mentees, and their parents or legal guardians, as appropriate, to understand the mentor’s role;
  2. engages the mentee’s family and coordinating service providers, as appropriate, in setting goals for the relationship; and
  3. provides mentors with relevant information about their matched mentee.


When the mentee is a child who is a victim of human trafficking, it is important to be aware that the child’s parent or caregiver may be the trafficker or complicit in the trafficking. In such cases, determining appropriate family supports and level of involvement should include the input of the child, as well as child welfare and law enforcement systems.