1 Dropout Prevention for Students with Disabilities :What the Research Tells Us Urban Special Education Leadership Collaborative Fall Meeting October 26-27,

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Dropout Prevention for Students with Dropout Prevention for Students with Disabilities :What the Research Tells Disabilities :What the Research Tells

UsUs

Dropout Prevention for Students with Dropout Prevention for Students with Disabilities :What the Research Tells Disabilities :What the Research Tells

UsUsUrban Special Education Leadership CollaborativeUrban Special Education Leadership Collaborative

Fall Meeting Fall Meeting October 26-27, 2007October 26-27, 2007

© 2007 Clemson University – All rights reserved

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Module FocusModule FocusModule FocusModule FocusDiscuss six major factors that make dropout a serious national concernProvide insight from the research in dropout prevention for students with disabilitiesProvide strategies and recommendations for school administrators

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The Bare FactsThe Bare FactsThe Bare FactsThe Bare Facts

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Bare FactsBare FactsBare FactsBare Facts

• About 28% of all students with disabilities drop out of school each year

• About 800 students with disabilities ‘officially’ drop out of school every school day. More are lost by falling through the cracks…

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Bare FactsBare FactsBare FactsBare Facts

• On average, a dropout earns $19,000 per year

• It usually takes a dropout 3 years to find initial employment and about 11 years to find stable employment

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Why Is Dropout Such A Why Is Dropout Such A Critical Issue?Critical Issue?

Why Is Dropout Such A Why Is Dropout Such A Critical Issue?Critical Issue?

Undermines school completion

Too prevalent among some student groups

Negative outcomes for youth

Tied to national accountability

High costs to all

High visibility

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Things ARE Getting Things ARE Getting BetterBetter

Things ARE Getting Things ARE Getting BetterBetter

Source of Data used in this graph: www.IDEAdata.org Retrieved on 2/12/2007.

17.8% decrease in dropout rates11% increase in graduation rates

Graduation & Dropout Rates1993-94 through 2004-05

0

10

20

30

40

50

60

School year

Per

cent Graduated

Dropped out

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What the Research Tells What the Research Tells Us:Us:

What the Research Tells What the Research Tells Us:Us:

Understanding Drop Out: Key Concepts

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DiscussionDiscussionDiscussionDiscussion

1. Why do SWD drop out of school?

2. DO YOU AGREE?Schools (i.e., administrators and educators) bear some responsibility for students who dropout.

Why or Why not?

Activity 2

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Key Concept: Schools Key Concept: Schools Influence DropoutInfluence Dropout

Key Concept: Schools Key Concept: Schools Influence DropoutInfluence Dropout

• School policies & procedures• Discipline, grading, standards, retention

• Structure & class assignment• School size, transitions, tracking

• Course content & instruction• Boredom, curriculum quality

• Climate & relationships• Alienation, negative interactions

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What Students SayWhat Students SayWhat Students SayWhat Students Say

• Students report that HS academic classes are boring and lack relevance in their view

• Less than 10% can tell you how their academic classes relate to their future

• Over 75% of youth report thinking about dropping out before 8th grade

• Less than 5% report talking to someone at school about dropping out of school

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• Dropping out of school is a process of disengagement that begins early.

• Engaging students in school and learning is key in preventing dropout and keeping kids in school.

• Enhancing students’ connection with school and facilitating their success are promising approaches to improving school completion.

Key Concept: Dropout Is A Key Concept: Dropout Is A Process of DisengagementProcess of DisengagementKey Concept: Dropout Is A Key Concept: Dropout Is A Process of DisengagementProcess of Disengagement

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Student Engagement in Student Engagement in School and LearningSchool and Learning

Student Engagement in Student Engagement in School and LearningSchool and Learning

Engagement is a multi-dimensional construct involving associated indicators and facilitators (Christenson, 2002)

– Academic (homework completion, on-task)

– Behavioral (attendance, participation)

– Cognitive (relevance of education to future)

– Psychological (sense of belonging)

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Key Concept: Dropout Key Concept: Dropout is Predictableis Predictable

Key Concept: Dropout Key Concept: Dropout is Predictableis Predictable

• Not an isolated event• Elementary years, process begins

• Elevated dropout rates reported among children who were rated as highly aggressive by their 1st grade teachers (Ensminger & Slusarcick, 1992).

• Dropouts could be distinguished from graduates with 66% accuracy by the third grade using attendance data; and

• Identification of dropouts can be accomplished with reasonable accuracy based on review of school performance (behavior, attendance, academics) during the elementary years (Barrington & Hendricks, 1989) .

• Students who had repeated a grade as early as K – 4th grade were five times more likely to drop out of school (Kaufman & Bradby, 1992).

SCS 02/07

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Predictors of DropoutPredictors of DropoutPredictors of DropoutPredictors of Dropout

1. The four strongest predictors – determined by the end of sixth grade1. Poor attendance2. Poor behavior3. Failing math4. Failing English

2. Sixth graders who do not attend school regularly, receive poor behavior marks, or fail math or English 10% chance of graduating on time 20% chance of graduating a year late

((Balfanz & Herzog, 2005; 2006)

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Predictors of DropoutPredictors of DropoutPredictors of DropoutPredictors of Dropout3. Students who repeated middle school

grades are 11 times more likely to drop out than students who had not repeated

4. A student who is retained two grades increases their risk of dropping out of high school by 90% (Roderick, 1995).

5. Transition between schools• Middle school/junior high school to high school

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6. Students who enter ninth grade two or more grade levels behind their peers have only a one in two chance of being promoted to the tenth grade on time

7. Ninth grade retention is the biggest predictor of dropouts

8. The biggest fall off for students is between ninth and tenth grade

(Balfanz & Herzog, 2006)(Balfanz & Herzog, 2006)

Predictors of DropoutPredictors of DropoutPredictors of DropoutPredictors of Dropout

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Predictors of DropoutPredictors of Dropout (Balfanz & Herzog, 2006)(Balfanz & Herzog, 2006)

Predictors of DropoutPredictors of Dropout (Balfanz & Herzog, 2006)(Balfanz & Herzog, 2006)

• Poor attendance

• Failed English

• Bad behavior records

• Failed math

• 14% graduated on- time or with one extra year

• 16% on-time graduation rate

• 17% on-time graduation rate

• 21% on-time graduation rate

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What We KnowWhat We KnowWhat We KnowWhat We Know

Problem behaviors coupled with academic difficulties or prior academic failures are key risk factors that are predictive of school dropout.

Repeated use of exclusionary discipline practices, such as suspension, has been identified as one of the major factors contributing to dropout.

High absenteeism and retention are serious risk factors for dropping out that can be monitored by schools.

Academic progress and school completion are not equally distributed across disability, income, or ethnicity.

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Key Concepts: Key Concepts: Dropout Has Multiple Effects & Dropout Has Multiple Effects &

Associated VariablesAssociated Variables

Key Concepts: Key Concepts: Dropout Has Multiple Effects & Dropout Has Multiple Effects &

Associated VariablesAssociated Variables

• Effects – Pull Effects – Push Effects

• Variables – Status Variables– Alterable Variables

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• Push effects – situations or experiences within the school environment that contribute to feelings of alienation, failure and dropout (e.g., raising standards without providing supports, suspension, negative school climate, poor policies and procedures)

• Pull effects – factors external to the school environment that weaken or detract from the importance of school completion (e.g., peers, pregnancy, need to work to support family)

EffectsEffects EffectsEffects

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Push Effects That Lead to Push Effects That Lead to DropoutDropout

Push Effects That Lead to Push Effects That Lead to DropoutDropout

• Located within schools

• Cause students to feel unwelcome

• Students resist or altogether reject schooling

• Manifest disruptive behavior, chronic absenteeism, and completion cessation of academic effort

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• Did not like school• Could not get along with

teachers/students• Suspended too often• Expelled too often• Did not feel safe at school • Did not belong• Could not keep up with school

work/failing school

Push Effects That Lead to Push Effects That Lead to DropoutDropout

Push Effects That Lead to Push Effects That Lead to DropoutDropout

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Pull Effects That Lead to Pull Effects That Lead to DropoutDropout

Pull Effects That Lead to Pull Effects That Lead to DropoutDropout

• Compete with the goal of regular school attendance

• Compete with successful school completion as a first priority

• Have to be performed in conjunction with attending school

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• Had to get a job• Had to support family• Was pregnant• Wanted to have a family• Wanted to travel• Friends dropped out• Got married, or planned to get

married• Had to care for family member

Pull Effects That Lead to Pull Effects That Lead to DropoutDropout

Pull Effects That Lead to Pull Effects That Lead to DropoutDropout

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Associated VariablesAssociated VariablesAssociated VariablesAssociated Variables• Status Variables

– Low SES– English as a second language– Students with Emotional/Behavior

Disorders & Learning Disabilities– Age– Parents who are unemployed– Parents who are dropouts– High levels of school mobility

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• Alterable Variables– High rates of absenteeism and tardiness– Low grades– History of course failure– Alcohol and drug problems– Negative attitudes toward school– Grade retention – Low parental involvement– School engagement

Associated VariablesAssociated VariablesAssociated VariablesAssociated Variables

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What the Research Tells What the Research Tells UsUs

What the Research Tells What the Research Tells UsUs

Prevention and Intervention

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A Broader View Towards A Broader View Towards PreventionPrevention

A Broader View Towards A Broader View Towards PreventionPrevention

• School completion encompasses a broader view than simply preventing dropout

• Dropping out of school is a process of disengagement that begins early

• Engaging students in school and learning is a key ingredient in preventing dropout and keeping kids in school

• A focus on enhancing students’ connection with school and facilitating successful school performance is a promising approach for improving school completion

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Address Alterable VariablesAddress Alterable VariablesAddress Alterable VariablesAddress Alterable Variables

School-level alterable variables associated with school completion for students with disabilities (Wagner, Blackorby & Hebeler, 1993)

– Providing direct, individualized tutoring and support to complete homework assignments

– Providing support to attend class, and stay focused on school

– Participation in vocational education classes

– Participation in community-based work experience programs and training for competitive employment

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Focus on Interventions That Focus on Interventions That WorkWork

Focus on Interventions That Focus on Interventions That WorkWork

• Strategies that are focused on student engagement

• Interventions that occur over time, usually months or years

• Interventions that involve a family or parent component

• Interventions that are strength based and involve a variety of contexts

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Effective InterventionsEffective Interventions (Cobb, 2005)(Cobb, 2005)

• Cognitive Behavioral Interventions (CBI)– Curriculum training in problem solving,

self- instruction, and situation self-awareness, including mentoring, teacher and peer modeling.

• Equally effective with younger and older adolescents and in schools as well as in residential and day treatment centers

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Effective InterventionsEffective Interventions (Cobb, 2005)(Cobb, 2005)

• Applied Behavioral Analytic Interventions (ABA)– Designed to help students learn;

frequency and intensity of interventions are increased in order to reach optimum learning; response cost interventions

• Programs focused on behaviors that lead to adolescents exiting school early (voluntary and involuntary)

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• Counseling/Therapeutic Interventions– Individual, group, family, and psycho-

educational counseling along with vocational education; behavioral contracts, social skills training, individual psychotherapy, and wrap-around services

• Counseling programs embedded within the school that generalized to all of the students’ environments, especially for students with emotional disorders

Effective InterventionsEffective Interventions (Cobb, 2005)(Cobb, 2005)

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Conclusions Conclusions (Cobb, 2005)(Cobb, 2005)

FINDINGS• Cognitive-behavioral Interventions – (YES)

– Appears best for high incidence disabilities

• Applied Behavior Analytic Interventions – (Cautious Yes)– Appears useful to reduce verbally and physically aggressive

behavior and both high and low incidence disabilities

• Counseling Interventions – (No Judgment Can Be Made)– Appears useful specifically for students with emotional

disorders

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Intervention Program/Strategy

Intervention Description

Outcome Variables

Achievement for Latinos through

Academic Success (ALAS)

A collaborative approach involving the student, family, school, and

community. Strategies include problem-solving training, coaching, attendance monitoring, increased

feedback to parents, parent training in school participation, and increased awareness and use of community

resources.

• dropout• absenteeism• on tract to graduate• credit accumulation• achievement

Career Academics

Employs a combination of career and academic training for students

considered at-risk. The focus of career academies varies (e.g., health,

technology).

• grade point average• attendance• credits• retention• courses passed

Check & Connect

Promotes student engagement via a monitor/mentor who maintains regular contact with the student, family, and teachers. Students receive basic or

intensive interventions based on monitoring risk factors.

• student engagement• credit load• enrollment status• assignment completion• on tract to graduate

Coca Cola Valued Youth Program

Helps to build the self-esteem and self-concept of at-risk youth by giving them the responsibility of being tutors

to younger children.

• reading grades• self-esteem• attitude/school• self-concept• dropout

Dropout Intervention Models

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Intervention Program/Strategy

Intervention Description

Outcome Variables

Project COFFEE

Offers individualized instruction through an alternative occupational education program. Addresses the academic, social, emotional, and

occupational needs of students at risk for dropout.

• attendance• grade point average• dropout

School Transitional Environment Project

(STEP)

Intended to help students during the transition period from one school to

another. Alters the environment of the school, modifies the role of the

homeroom teacher, and works to enhance communication between

home and school.

• dropout• grade point average• absenteeism • academic environment

Support Center for Adolescent Mothers

(Family Growth Center)

Created for first-time mothers to decrease dropout and discourage

repeat teen pregnancies. Incorporates a significant community component.

• dropout • pregnancy

Teen Outreach Program (TOP)

Designed to prevent dropout and teen pregnancy through volunteer and

educational experiences and discussion of life-skills topics using the

Teen Outreach Curriculum.

• suspension• dropout• pregnancy• problem behaviors• course failure

Dropout Intervention Models

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Effectiveness Ratings for Dropout Prevention Programs in Three Effectiveness Ratings for Dropout Prevention Programs in Three DomainsDomains

Intervention Staying in schoolProgressing in

school Completing school

ALAS (Achievement for Latinos through Academic Success)

+? +?

Career Academies +? +? ?

Check & Connect + +? ?

Financial Incentives for Teen Parents to Stay in School

+? ? ?

High School Redirection ± +? ?

Middle College High School ? ?

Project GRAD ? ?

Quantum Opportunity Program ? ?

Talent Development High Schools +?

Talent Search +?

Twelve Together +? ?

Key

+ Positive effects: strong evidence of a positive effect with no overriding contrary evidence

+? Potentially positive effects: evidence of a positive effect with no overriding contrary evidence

± Mixed effects: evidence of inconsistent effects ? No discernible effects: no affirmative evidence of effects

-? Potentially negative effects: evidence of a negative effect with no overriding contrary evidence

- Negative effects: strong evidence of a negative effect with no overriding contrary evidence

Source: What Works Clearinghouse (2007)http://ies.ed.gov/ncee/wwc/reports/dropout

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What the Research Tells What the Research Tells Us:Us:

What the Research Tells What the Research Tells Us:Us:

What Do We Know: Lessons Learned

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Lessons LearnedLessons LearnedLessons LearnedLessons Learned

Dropout is COMPLEX – there is no one solution – the costs are substantial

Dropout does not occur overnightSWD are at considerable risk We must identify and address risk factors Educators can influence risk factorsEvidence-based practices are essential

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What Do We Know?What Do We Know?What Do We Know?What Do We Know? Early school departure has been a prominent

national issue for the last two decades.

Dropping out of school presents a serious national, state, and local problem.

School completion has become a high-stakes issue for schools and school districts.

Approximately 1 in 8 children in the U.S. never graduate from high school.

One high school student drops out every nine seconds (180 days of seven hours each).

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What Do We Know?What Do We Know?What Do We Know?What Do We Know?

On average, students with disabilities are at great risk of dropping out of school.

Certain groups of students are at greater risk of dropping out of school as compared to their peers (LD, SED, SES)

There are both pull and push factors that contribute to school dropout.

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What Do We Know?What Do We Know?What Do We Know?What Do We Know?

There are alterable and status variables associated with dropping out of school.

Alterable variables have predictability and are therefore amenable to change.

Improvement efforts work best when systemically designed to focus on alterable variables.

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What Do We Know?What Do We Know?What Do We Know?What Do We Know?

Dropouts are more likely to be unemployed or employed in low-skilled, lower-paying positions.

Dropouts are more likely than high school graduates to need the support of living with parents in early adulthood, experience health problems, engage in criminal activities, and become dependent on welfare and other government programs.

Dropouts are more likely to commit crimes as compared to students who complete school. Three to five years after dropping out, the cumulative arrest rate for youth with SED is 73%.

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Research to PracticeResearch to PracticeResearch to PracticeResearch to Practice

Recommendations for Administrators

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1.Creating a Personalized and 1.Creating a Personalized and Orderly Learning EnvironmentOrderly Learning Environment1.Creating a Personalized and 1.Creating a Personalized and Orderly Learning EnvironmentOrderly Learning Environment

Safe and inviting environments facilitate learning and increase school attendance.

Small learning communities make students feel known and improves school climate.

Enhancements that increase school-wide social competence and positive behavioral supports decrease disciplinary actions that lead to dropout.

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2.Improving Instructional 2.Improving Instructional Content and PedagogyContent and Pedagogy

2.Improving Instructional 2.Improving Instructional Content and PedagogyContent and Pedagogy

• Teachers are likely to benefit from well-designed curricula and lesson plans that have already been developed.

• Good advanced training and ongoing coaching and consultation can help teachers make better use of well designed curricula

• Student achievement is enhanced by professional development activities that involve teachers working together to align curricula with standards, review assignments for rigor, and discuss ways of making classroom activities more engaging.

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Improving Instructional Improving Instructional Content and PedagogyContent and PedagogyImproving Instructional Improving Instructional Content and PedagogyContent and Pedagogy

• Both academic departments and small learning communities should be considered key venues for academic improvement.

• Use teacher meetings as an additional opportunity to focus on improving instructional practices linked to major strategies endorsed in the school improvement plan.

• In dropout prevention, effective teaching practices are the first line of defense.

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Focusing on Effective Focusing on Effective InstructionInstruction

Focusing on Effective Focusing on Effective InstructionInstruction

• Create and implement systemic improvement activities that focus efforts on changing teaching and learning practices.

• Activities should promote academic engagement that leads to academic success and the acquisition of useful employment skills

• Students learn appropriate behavior in the same way they learn to read – through instruction, practice, feedback, and encouragement

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3.Assisting Students Who 3.Assisting Students Who Enter High School with Poor Enter High School with Poor

Academic SkillsAcademic Skills

3.Assisting Students Who 3.Assisting Students Who Enter High School with Poor Enter High School with Poor

Academic SkillsAcademic Skills• Teach youth learning strategies to

assist in improving demonstrating of their competence in content area courses:– Writing and Proofing strategies (INSPECT,

PENS, writing plans)– Note taking strategies (guided notes,

PIRATES,LINKS, 3R(review, read, relate))– Reading comprehension and vocabulary

strategies (RAP, summarization, text-structure, self-questioning, K-W-L,

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Assisting Students Who Enter Assisting Students Who Enter High School with Poor High School with Poor

Academic SkillsAcademic Skills

Assisting Students Who Enter Assisting Students Who Enter High School with Poor High School with Poor

Academic SkillsAcademic Skills• Teach youth learning strategies to

assist in improving attention and memory.– Elaborations– Clustering and organization– Active learning– Enactments and manipulations– Using concrete examples, pictures, and

imagery

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4.Preparing Students for the 4.Preparing Students for the World Beyond High SchoolWorld Beyond High School

4.Preparing Students for the 4.Preparing Students for the World Beyond High SchoolWorld Beyond High School

• Provide career awareness activities and work internships during high school.

• Provide opportunities for students to apply their learning in relevant, real world situations and help them see the connections to their own futures.

• Create structured partnerships between school and employers and designate a full time liaison when possible.

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5.Increasing family 5.Increasing family engagement and school engagement and school

involvementinvolvement

5.Increasing family 5.Increasing family engagement and school engagement and school

involvementinvolvement Get parents involved! Parents exert a

powerful influence over whether their adolescent children with disabilities finish high school.

Higher rates of school completion are associated with higher household income, better educated head of household, parents' expectations that children will go on to postsecondary school, and greater family involvement at school.

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6. Helping Students To Address Problems That Interfere With

Learning

6. Helping Students To Address Problems That Interfere With

Learning• Provide or assist students in

obtaining social, health, and other personal resources they will need to overcome obstacles to their learning and meet their emergent basic needs.

• Personalize programs as needed to address individual student needs and improve post-school outcomes.

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7.Helping Students Build 7.Helping Students Build Relationships. Relationships.

7.Helping Students Build 7.Helping Students Build Relationships. Relationships.

• Enhance personal relationships with caring adults through organizational structures that provide time and opportunity. – Mentoring– Service learning– Clubs

• These relationships and connections enhance students' connection with school and facilitate successful school performance.

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8.Listening to Student 8.Listening to Student VoiceVoice

8.Listening to Student 8.Listening to Student VoiceVoice

Students want 5 things to help them be successful

1. Help with identifying what they want to do in life -basis for a productive adulthood - Relevance

2. Classwork that they see as connected to their lives or future - Relevance

3. Engagement in the learning process - Rigor

4. Positive interactions with adults - Relationships

5. A certain level of enjoyment during their high school years - Revelry

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9.Using Data for Useful 9.Using Data for Useful DecisionsDecisions

9.Using Data for Useful 9.Using Data for Useful DecisionsDecisions

• Improving the quality of your data • Analyzing your data to tell your own story• Use any trends or patterns you see to

identify causes of problems and to focus TA efforts

• Targeting school level reform that can reduce student risk factors and dropping out.

• Monitoring your progress and evaluating your efforts

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10.Establishing a 10.Establishing a framework for local framework for local

implementationimplementation

10.Establishing a 10.Establishing a framework for local framework for local

implementationimplementation Creating a system for routinely

monitoring risk indicators Establishing a district leadership team that

includes a wide variety of individuals who can provide input on issues related to dropout.

Conducting causal analysis and needs assessment to identify target areas of improvement

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NDPC-SD Dropout PreventionIntervention Framework

© 2007 National Dropout Prevention Center for Students with Disabilities at Clemson University – All rights reserved

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11.Focusing Programs to 11.Focusing Programs to Address Relevant NeedsAddress Relevant Needs11.Focusing Programs to 11.Focusing Programs to Address Relevant NeedsAddress Relevant Needs

Focus on student engagement in school

Intervene early – don’t wait for trouble

Address both protective and risk factorsProtective Factors: Completing homework, attending and participating, coming to class prepared, expecting to graduate, having good self concept

Risk Factors: Poor attendance, academic problems, behavior problems, failing a grade, working to support the family

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12. Addressing School Completion 12. Addressing School Completion At Multiple LevelsAt Multiple Levels

12. Addressing School Completion 12. Addressing School Completion At Multiple LevelsAt Multiple Levels

• Targeted school level reform that can reduce student risk factors and dropping out.

• Implementation of early intervening strategies that are universal in nature and focused on prevention.

• Extra help for certain groups of students who share particular risk factors

• Extensive or personalized help for individual students.

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13.Using Interventions that 13.Using Interventions that WorkWork

13.Using Interventions that 13.Using Interventions that WorkWork

• Implementing evidence-based strategies that :– promote academic success,– decrease inappropriate behaviors, – increase student engagement – Increase parental involvement

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14. Stimulating Change14. Stimulating Change14. Stimulating Change14. Stimulating Change• Creating effective change demands strong

administrative support and an investment of personnel resources.

• Consider the adequacy of what is already in place and the capacity of local personnel to envision and implement change.

• In adopting new practices, consider essential questions– Does it work?– How well does it work?– Will it work in my district with my students

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Stimulating ChangeStimulating ChangeStimulating ChangeStimulating Change

• Stay the course until new practices/initiatives have been in place long enough for their effectiveness to receive a fair test.

• Balance high ambitions with reasonable.

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16. Expanding Policy 16. Expanding Policy PathwaysPathways

16. Expanding Policy 16. Expanding Policy PathwaysPathways

• Increase options for student with disabilities to earn regular diploma

• Parental engagement and shared graduation plans

• Early warning systems• Support for adult advocates• LEA incentives to increase

graduation and decrease dropout• Endorsement of research on what

works

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15. Staying True to Effective 15. Staying True to Effective LeadershipLeadership

15. Staying True to Effective 15. Staying True to Effective LeadershipLeadership

Believe that schools are for student learning—focus on student achievement

Build trust by listening to and communicating with staff, students, parents, and other community members

Be proactive in anticipating and addressing issues

Act on what you know—and can prove! (practice data-driven decision making)

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Recognize and reward good leadership among your staff

Encourage and support parental and community involvement and collaboration

Lead the charge for the adoption of evidence-based curricula, strategies and programs

Staying True to Effective Staying True to Effective LeadershipLeadership

Staying True to Effective Staying True to Effective LeadershipLeadership

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Contact Contact InformationInformation

Contact Contact InformationInformation

Loujeania Williams Bost, [email protected]: (864)656-6976

Sandra Covington Smith, [email protected]: (864)656-1817

NDPC-SD209 Martin StreetClemson, SC 29631Fax: (864) 656-0136www.ndpc-sd.org