Case Notes, Billing and Reports for Support Coordinators

Case notes are the record of what support coordination actually delivered. This lesson explains why they matter and what a good note includes. Key points: notes show what you did, why you did it and what happens next; they support continuity when a colleague steps in, provide evidence for billing and reports, and protect the participant and you if questions arise later; a good note is objective, timely, accurate, concise and linked to the participant's goals; and the participant has a right to ask to see what we write about them.

Good notes stick to facts, are written promptly and show the purpose of the work. This lesson helps you write notes that are objective, timely and linked to goals. Key points: describe what you saw, heard and did rather than judgements; quote the participant where it helps; write notes as soon as practical, ideally the same day; if you add information later, mark it as a late entry; link each activity to the goal it supports; record risks and actions clearly; and store notes only in our approved system to protect privacy.

Every claim from a participant's plan must be honest, accurate and allowed under the NDIS pricing rules. This lesson covers the general principles. Key points: claim only for work actually completed for that participant; non face to face work can only be claimed where the pricing guidance allows it for the support item, the service agreement allows it and it has been explained to the participant; general administration, such as setting up service agreements, service bookings and making payment claims, and staff training and supervision are covered in the price and should not be billed; and pricing guidance changes, so always check the current version.

Participants have the right to understand how their support coordination funding is being used. This lesson covers how to talk openly about hours. Key points: explain at the start how time is recorded and charged, including any non face to face work and travel if it applies; check hours used against hours funded with the participant regularly; raise early if funding may run out before the end of the plan; agree priorities together; never pad time or round up without basis; and respond openly if a participant questions a charge.

When you accept a request for service, you agree to meet the NDIA's reporting requirements. This lesson outlines the reports support coordinators write and when. Key points: an initial plan implementation report is due 8 weeks after the plan starts or after you accept the request for service; regular progress or implementation reports follow at the frequency set in the request for service; a plan reassessment and evaluation report supports the next plan reassessment; due dates appear in the provider portal; you should submit reports yourself and work with the participant so they know what is included.

A strong progress report tells a clear, honest story backed by evidence. This lesson shows how to write one. Key points: start with the participant's goals in their own words; describe what was done and what changed, using specific examples and measures from your notes; include the participant's own view; describe barriers and risks honestly; separate facts from recommendations; keep the language plain and respectful; and make sure every recommendation is linked to a goal and supported by evidence from your work or other providers' reports.

Plan reassessment reports help the NDIA decide what supports a participant needs in their next plan. This lesson explains how to describe functional impact and link it to goals. Key points: functional impact means how a person's disability affects what they can do day to day; describe tasks the participant can do, can do with support and cannot do, with examples; explain how the participant used their plan, what they achieved and their capacity to coordinate supports independently; describe barriers and strategies; and recommend how support coordination may be used in the next plan, with reasons.

Reports are read by planners, and often by participants and their families. This lesson focuses on language and recommendations. Key points: use plain language and short sentences, avoid jargon and acronyms, use person first or identity first language as the participant prefers, describe challenges without blaming, make recommendations specific, measurable where possible and linked to goals and evidence, stay within your scope and refer to other professionals for clinical recommendations, and check the report with the participant before submitting it.

This case study follows Hamid, a participant who receives a notice to leave his rental home, and his support coordinator, Bree, through a very busy week of calls, emails and visits. The lesson shows how Bree keeps timely and objective notes during a crisis, what she does when she realises some of her records are incomplete, and how she bills only for work she can evidence. Key points: write notes as you go, rebuild missing details honestly from real records and mark them as late entries, never estimate time generously, and keep the participant informed about the hours being used.

This case study follows Ruth and her support coordinator, Diego, as they prepare her plan reassessment and evaluation report. Ruth wants the report to ask for much more support coordination than the evidence shows, and Diego has to balance her wishes with an honest report. The lesson shows how Diego turns a vague first draft into an evidence based report, includes Ruth's own view in her words, and makes recommendations that are specific, linked to goals and within his scope. Key points: be honest, record the participant's view, use evidence, and explain your reasons.