Superstars in Education & Training: John S. Charlton School

Bridging the Transitional Gap

Charlton Roads to Success Program empowers the shift from campus to career

BY AMANDA SCHIMMEL

FOR A DECADE AND A HALF, the Charlton Roads to Success Program has been instrumental in bridging the transition from high school graduation to entering the workforce for its adult-aged participants. Located at the Delaware State University Downtown Campus, the program targets students with intellectual disabilities and autism, offering them a supportive environment to refine both the hard and soft skills necessary for successful employment. Given its focus on vocational and professional development, as well as the imparting of essential life skills across classroom, inclusive, and work-based learning settings, it comes as no surprise that this program earned the prestigious title of a 2024 Superstar in Education and Training.

“We work to foster an environment that creates authentic opportunities for the students where they can be around same-aged peers on the college campus,” Megan Polichetti, assistant principal for Caesar Rodney Countywide Programs, explains. Charlton Roads to Success offers a wide variety of programming, tailoring its instruction to individual needs and offering hands-on experiences and personalized support.

On campus, students participate in inclusive activities like adaptive physical education, art sessions, and communal lunches with their peers. The program has also launched a student-led card company dedicated to crafting and retailing handmade cards within the community. Working at the company instills skills in inventory management and ledger upkeep, while also nurturing creativity. “We also organize monthly full-day outings at the local YMCA, enabling students to select activities of their choice. Additionally, students play an active role in the annual Artworks for All event, where they exhibit their talents through participation in a theatrical production,” adds Polichetti.

Family training nights are held to further ensure that the program is providing a comprehensive level of support. This holistic approach strengthens both familial involvement and understanding for each student’s needs. “We invite families to come and listen to adult support agencies because we noticed that some of them were unaware of the services they provide. By allowing the families and students to ask any questions they may have, we are improving the program and figuring out the best way to reach the families and students that need our support,” Polichetti elaborates.

One way Charlton Roads to Success determines its success is by looking at the number of students who are connected with adult services providers, employers, or volunteer opportunities before graduation. “We like to have students connected before graduation so that we can work with the agency during the transition period. This allows for the school staff to communicate with the agency that will be supporting the student, for the student to become familiar with the agency staff, and for the agency to ask any questions they may have about the student,” Polichetti explains.

Partnerships with local businesses, community organizations, and educational institutions play a vital role in the program’s operations. Collaboration with these entities facilitates workplace exposure, mentorship, and the provision of necessary resources, such as training materials and equipment. One of their forged partnerships is with Community Integrated Services (CIS), which now administers paid internship opportunities for students. During these six-week internships, participants are immersed in practical experiences while learning both soft skills and banking fundamentals.

Another crucial partnership lies with DART Paratransit for transportation. As they cannot drive themselves, each student utilizes DART transportation in place of a school bus. New students undergo travel training to prepare for when they will use it every day in the workforce.

While the variety of services they provide might change and adapt to each cohort’s needs, the program’s overall goal remains the same: to equip young adults with a diverse skill set that not only prepares them for employment, but also nurtures independence, confidence, and adaptability. Polichetti concludes, “By tailoring instruction to individual needs and offering a supportive environment, the program enables these students to navigate the challenges of adulthood with a strong foundation of skills and self-assurance.”