Match Support Case Notes
Best Practice Resources - Match Support
This handout was created by staff at Oregon Mentors as a tool to guide program staff in writing
appropriate case notes.
Directions for writing match support case notes:
Staff should be trained to write case notes that are brief, accurate, and informative. Specifically, case
notes should:
 record child’s challenges and progresses
 record child’s behavior and skill development
 be factual and not include the match support’s reflections and feelings
 not include opinions or conclusions.
When a match support staff transitions, a final case note should be added in additional to the regular
case note. The final case note should summarize the match so new staff will understand the overall
progress.
Example of what not to write:
The match seems to be going pretty well. I spoke with Barbara and Ashley’s mom today (May 3rd).
Ashley and Barbara are meeting regularly and seem to be getting along and the relationship is slowly
developing. Ashley said she looks forward to days her mentor is coming. Ashley is still very shy and but
Barbara is doing everything right and Ashley will likely warm up to her soon. Barbara mentioned that
she is not always sure she is making a difference to Ashley, but we talked about why commitment is
important. Probably would be good to check in with Barbara again in two months. She may not be
feeling like she is getting good feedback from Ashley because Ashley is so shy. Ashley’s mom said she
thinks everything is ok with the match but Ashley is struggling in school and wants Barbara to spend
more time on homework help. I told Ashley’s mom that Barbara is not a tutor but she can help a little
bit.
Preferred case note example:
Match Coordinator (MC) spoke with Ashley’s mother and mentor (Barbara) over the phone today,
Wednesday May 3rd. In separate conversations MC asked parent and mentor to reflect on how the
mentoring relationship is going. Parent shared that “Ashley looks forward to her meetings with
Barbara.” Parent added that Ashley is “struggling in school” and that she (Ashley’s mother) “wants
Barbara to spend more time helping Ashley with homework.” MC explained the role of a mentor and
reminded parent that at this early stage in the relationship development process Ashley and her mentor
can build rapport by participating in activities that Ashley selects. Ashley’s mentor Barbara shared with
MC that Ashley, “is still quite shy.” MC reviewed the stages of the mentoring relationship with Barbara
and reminded her that pensiveness or a shy demeanor is common to this stage of the relationship
development process. MC asked Barbara to pay special attention to instances when Ashley is talkative.
MC invited Barbara to a mentor training on strategies for engaging youth. MC will follow-up with
Barbara next month to learn if communication is changing. MC will follow-up with parent to discuss
supporting Ashley with specific goals around academic performance as the relationship progresses.