Children's Long-Term Waiver Program Supervisor Job Kenosha area,Wisconsin USA,Social Work

Position: Children's Long-Term Support Waiver Program Supervisor

Children's Long-Term Support Waiver Program Supervisor

KENOSHA HUMAN DEVELOPMENT SERVICES, INC.

3536 52nd Street Kenosha, WI 53144

Division/Department: Community Resource Center

Location: Main Office

Job Title: Children's Long-Term Support Waiver Program Supervisor

Reports To: Director of Children's Long-Term Support

Type of Position: Full Time

FLSA Status: Exempt

Schedule: 40 hours per week or as demanded by the job

POSITION SUMMARY

Coordinate training of new CLTS service coordinators by teaching and modeling social work skills. Enrich the skills of staff beyond initial training to be able to provide an array of appropriate services in a planned, coordinated, efficient, and effective manner, while meeting all CLTS program requirements. Assist with the maintenance and development of training tools to help assure learning of CLTS principles and regulations.

Provide general social work/case management services to children who are determined to be eligible for the CLTS waiver and their families as assigned. Ensure that services are coordinated with family, service providers, and community resources. Problem‑solve with staff and families while respecting their wants, needs and abilities while working on positive outcomes for the child with a disability.

RESPONSIBILITIES

Under the supervision of the Director of CLTS, the CLTS Waiver Program Supervisor will train, mentor, coach and provide ongoing support to employees as needed and assigned.

a. Prepare and present training information to the team when assigned by Program Director.
b. Assist with organization of program documents and policies in coordination with Program Director and Supervisors.

Provide social services and case management when assigned to help fill gaps and meet needs of program participants.

Maintain significant knowledge of the special needs, problems, and goals of clients assigned.

Learn and teach policies and procedures for the funding sources available to caseload.

Teach assessment skills to obtain information necessary to complete a comprehensive assessment, functional screen and Deciding Together conversation.

Provide information to staff that includes support locating appropriate community resources, collecting incident reporting information, and utilization of program guides.

Teach individualized service plan development skills that outlines appropriate types and amounts of service a client should receive and the anticipated outcomes.

Work cooperatively with other agencies and their personnel to ensure the best services and outcomes for the client.

Ensure that all participants have input, understand, and support the plan.

Encourage the engagement of the child and family in planning services and achieving outcomes.

Coordinate learning experiences with staff mentors and assist mentors in presentation of CLTS materials to new staff.

Be available to staff until they have developed all the basic skills necessary to manage their caseload.

Assist in the creation of a positive work environment where feedback is appreciated and given positively.

Participate in agency staff meetings and attend trainings as assigned in accordance with agency policy and at the direction of the CLTS Program supervisor.

Prepare correspondence, reports, and maintain records as required by agency policy.

Conduct all activities in keeping with accepted standards of ethics for social workers/case managers.

RELATIONSHIP DEVELOPMENT

Creator of a positive, relaxed and supportive environment.
Actively engages clients in amicable conversation, shares in activities and responds to needs/requests in a timely manner.
Accepts and respects the client’s circumstances, asks about feelings and interests; validates feelings with empathy, offers encouragement; celebrates accomplishments.

EFFECTIVE TEACHING

Promotes a strength‑based approach to teaching functional skills.
Teaching interactions include positive, supportive quality components (voice tone, enthusiasm, appropriate physical proximity, and eye contact).
Skills, routines, and program expectations are preventively taught, specific praise is given to reinforce positive behavior, constructive feedback teaches a replacement skill; safe, planned…


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