Children's Long-Term Support Waiver Service Coordinator

KENOSHA HUMAN DEVELOPMENT SERVICES, INC. 3536 52nd Street Kenosha, WI 53144

Division/Department

• Community
• Resource
• Center
• Location:
• Main
• Office
• Job
• Title:
• CLTS
• Waiver
• Service
• Coordinator
• Reports To:
• CLTS
• Waiver
• Program
• Manager
• Type of
• Position:
• Full-time
• FLSA
• Status:
• Non-Exempt
• Pay
• Range: $23.73 - $24.69 per hour
• Schedule: Monday - Friday, 8am to 5pm

Please note

Due to the program's rapid and ongoing expansion, we are continually hiring to meet evolving program needs.

Position Summary

Provide general social work/case management services to children who are determined to be eligible for the CLTS waiver and their families as assigned. Provide coordination of services to individuals which enable them to receive an array of appropriate services in a planned, coordinated, efficient, and effective manner. Provide case management services in keeping with modern principles and practices for children with disabilities to include planning, linking, monitoring, and advocacy services. Ensure that services are coordinated with family, agency, and community resources. Mentor staff learning the program to complete CLTS functions.

Responsibilities

1. Assessment a. Has ability to ask questions to obtain in-depth information on assessment topics and covers all topics. b. Writes a clear and meaningful initial assessment that discusses all topic areas and updates assessments with current year's progress. 2. Screen a. Has knowledge of screen topics and is able to ask questions to obtain necessary information. b. Utilizes screen instructions and supporting documents to accurately complete the screen. c. Writes clear comments to demonstrate the child's skills and the reason the answers were chosen. 3. Individualized Service Plan a. Guides the child and family in decisions on the items and services in the plan and the goals/updates. Encourages self-advocacy and listens to concerns. Identifies and praises strengths, efforts, and accomplishments. b. Demonstrates ability to write SMART goals and appropriate goals for new and ongoing services. Involves the parent and child in determining goals. c. Demonstrates knowledge of service definitions, providers for service type, and referral processes. Demonstrates ability to work with family and provider to obtain services that address the stated outcome. d. Has knowledge of and utilizes MA funded items and services and works well with providers to obtain them or receive denials. Demonstrates knowledge of MA services and processes related to CLTS for new service coordinators. e. Community resources are utilized to assist the family with financial, recreational and support needs. 4. Deciding Together - Self Determination a. Demonstrates knowledge and communication skills necessary to explain the DT process. Uses the process at appropriate times. Ability to identify MA funded services, community resources, and natural supports. b. Fully utilizes the Deciding Together process to determine needs, determine a variety of options, evaluate options, determine items and services to add to the ISP, and evaluates effectiveness. Accurately documents the process. Demonstrates DT conversation skills for new service coordinators. c. Provides rationale for decisions. Responsive to determined need for items and services. Explains services/programs and processes to obtain items and services well. Can de-escalate situations where alternatives to CLTS funding must be sought. 5. Timelines and Documentation a. Meets timelines for new opens, recertification tasks, and 6-month review tasks. b. Completes case notes using professional language (observe and describe), details of document completion, and demonstrates tasks completed on behalf of the child. c. Prepare correspondence, reports, and maintain records as required by CLTS policy. (Cost Sharing, Parental fee, denial letters, care level, high cost etc.) d. Utilizes H5, CITR, EES, and QA databases correctly and keeps G drive organized. 6. Relationship a. Is responsible for creating a positive, relaxed and supportive environment (e.g. builds a professional relationship that allows for mutual discourse and resolution of disagreements) b. Actively engages clients in amicable conversation and responds to needs/requests in a timely fashion (e.g. client/family participates in the ISP creation, screening, and assessment. Adjusts speech as necessary, utilizes objects in the environment to help client demonstrate skills) c. Accepts and respects the client’s circumstances, asks about feelings and interests; validates feelings with empathy, offers encouragement; celebrates accomplishments etc. 7. Effective Teaching a. Promotes a strength-based approach to teaching functional skills e.g., teaches parent/guardian to navigate systems (MA/medical, CLTS, community resources) advocate for self/child within systems, identify typical childhood development needs, and accept service limitations etc. b. Teaching interactions include positive, supportive quality components (i.e. voice tone, enthusiasm, appropriate physical proximity, and eye contact), listening to concerns, and encourages self-advocacy c. Program expectations are preventively taught. Specific praise is given to reinforce efforts to identify and accomplish goals, participate in required activities (DT, screening/assessment, monthly contacts), participate in creative problem solving and positive behavior. Constructive feedback teaches a replacement skill. Safe, planned de-escalation techniques are used in response to aggressive/challenging behavior. d. Perceives and responds directly to teaching and problem-solving opportunities. e. Teaching components include praise, empathy, specific skills and behavioral descriptions, goal-centered rationales, demonstration and practice of skills as needed. (e.g., mentors demonstrate assessment, screening, DT, outcomes discussion and goal determination, and components of professionalism for new staff)