Teacher - Special Education Classroom Support Program; CSP

Teacher - Special Education Classroom Support Program (CSP) - 2026 - 2027 School Year

Harford, United States (On-site)

Human Resources Office

102 S. Hickory Avenue, Bel Air, Maryland 21014

Telephone:

www.hcps.org

January 1, 2026

HCPS is committed to recruiting and retaining effective and diverse educators and staff to build a climate of student success and improve learning experiences for every child in every classroom.

To create a safe atmosphere conducive for learning and implements instruction in ways that allows all students to learn.

The Classroom Support Program (CSP) is a Harford County Public School (HCPS) regional therapeutic behavioral support program, which is a Special Education placement:

• Designed to meet the needs of identified students with disabilities who have significant emotional/behavioral needs that interfere with their educational program.
• Creating an environment that includes a low student-to-staff ratio, which increases the opportunity to monitor and to praise for positive behavior change.
• Delivering ongoing progress monitoring and feedback, evidence-based social skills instruction, therapeutic services, weekly school-to-home communication, academic instruction addressing students’ deficits.
• Implementing a transition level with monthly monitoring process that gradually reintegrates student into the general education environment based on student’s response to interventions.
• Program addresses sensory needs through modifications to the classroom environment and a variety of sensory strategies.
• Crisis intervention is supported by highly trained staff and can be supported with de-escalation areas. Elementary programs offer exclusion and seclusion areas.

At all levels, the CSP classes provide structured, supportive settings with embedded behavioral supports for a student having needs which cannot be met in a less restrictive environment. Also, the CSP can serve as a lesser restrictive environment for a student returning from a non-public setting. In the CSP, a student’s ‘program and schedule are individualized according to his/her respective social-emotional and self-management needs.

The needs of the student are addressed by special educators, and mental health professionals (school psychologists, counselors, and social workers). A student is strategically assigned to a classroom based on the function of his/her respective behaviors for optimal learning in small classrooms. Instruction is aligned with the Maryland College and Career-Ready Standards. Instruction and assignments are targeted to provide each student with the maximum opportunity to access the material and demonstrate understanding.

The CSP offers a highly-structured, behavior management system with predictable rewards and consequences that utilizes a meaningful point system monitored by both teacher and student on a regular basis. Students have opportunities to regain self-control in the classroom (called self-helps), or they may be directed to resource areas for supervised support while they regain their ability to return to classroom instruction.

Crisis intervention is available, and all staff members are trained in crisis intervention practices.

These items are intended only as examples of the various types of job duties to be performed; specific position assignments will vary depending on the needs of the department. The omission of specific duties does not exclude them from the position if the work is a similar, related, or logical assignment to the position.

Plans and provides for appropriate learning experiences for students.

Supervises students in a variety of school-related settings.

Monitors and evaluates student outcomes.

Communicates and interacts with students, parents, staff, and the community.

Develops, selects, and modifies instructional plans and materials to meet the needs of all students.

Provides an atmosphere and environment conducive to the intellectual, physical, social, and emotional development of children.

Strives to…