DataBased Decision Making

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• Data-Based Decision Making

Institute for Small and Rural Districts July/Augus
t 2009
Michael McAuley Rebecca Sarlo Ann Selland RTI
Specialists Florida Department of Education and
the University of South Florida
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Some people want it to happen. Some people wish
it to happen. Others make no excuses and make it
happen.
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Using data to driveinstruction and intervention
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Why Data?

• For initial review
• To focus priorities
• To inform further study
• To inform instruction
• For documenting results

• Adapted from Getting Excited About Data by Edie
  Holcomb

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Data-based Decision Making

• Is the students rate of progress (trendline)
  less than the expected rate of progress
  (aimline)?
• Will the students rate of progress (trendline)
  allow the student to meet identified standard
  within the specified goal timeline or within a
  reasonable amount of time?
• Is the plan able to be maintained in the general
  education setting?
• If no, can student maintain rate of progress when
  interventions are modified or faded?

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Major Purposes for Assessment

• Screening
• Progress Monitoring
• Development of Stronger Instructional Programs

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2A P3 Success

• Alignment
• Achievement
• People
• Passion
• Proof

• Adapted from Getting Excited About Data by Edie
  Holcomb

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Using Data for Alignment and Achievement

• between mission and school profile
• between concerns and priorities
• between priorities, strategies, and evidence

• Adapted from Getting Excited About Data by Edie
  Holcomb

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• P3
• Engaging the People
• Arousing the Passion
• Include the Unmeasurables
• Finding the Proof

• Adapted from Getting Excited About Data by Edie
  Holcomb

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Where is the proof?

• What evidence do you have that you are fulfilling
  the commitments embedded in your mission
  statement?
• Do your goals have a baseline from which to
  measure progress?
• Is there more than one source of evidence for a
  decision or more than one indicator of need for a
  goal?
• What are the assumptions we make about students
  and their learning? How do you verify them?

• Adapted from Getting Excited About Data by Edie
  Holcomb

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Data EngagementStart Somewhere

• Initial exploration of data will generate
  reflective questions
• The Snowball Effect

• Adapted from Getting Excited About Data by Edie
  Holcomb

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Two Types of Data

• Generalized Outcome Measure
• Snap shot of general health, drilling down where
  necessary
• Mastery Measurement
• What was targeted by standard?

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Data Vocabulary

• Mean, Median, Mode
• Percentile Rank
• Aim line
• Goal line
• Trend line
• Learning Gains
• Catch up growth

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Data Display

• User-Friendly
• Longitudinal
• No-Numbers Approach
• Perceptual Data

• Adapted from Getting Excited About Data by Edie
  Holcomb

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Designing a Data Day

• Define the Purpose
• District-level and School-level
• Establish Priorities
• Drilling Down Priority Data
• Carousel Data Analysis

• Adapted from Getting Excited About Data by Edie
  Holcomb

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Carousel Ride

• What do these data seem to tell us?
• What do they not tell us? What else would we
  need to know?
• What good news is here to celebrate?
• What needs for school improvement might arise
  from these data?

• Adapted from Getting Excited About Data by Edie
  Holcomb

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Activity 1

• With table group, discuss the following
  question
• What are the barriers to the use of data by
  teachers and school administrators?
• (Choose one person to share out.)

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Sustaining the Struggle

• Analyzing Implementation
• Integrating Programs and Practice
• Celebrating!
• Leading with Relentless Resilience

• Adapted from Getting Excited About Data by Edie
  Holcomb

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Limitations ofData-based Decision Making

• Lack of proper training
• Lack of time
• Fear of evaluation
• Fear of exposure

• Adapted from Getting Excited About Data by Edie
  Holcomb

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Examples of data

• Outcome data (FCAT)
• Screening data (FAIR BS/PMT)
• Diagnostic data (FAIR, Benchmarks, ICEL)
• Formative assessments (mini-assessments FCIM)
• Progress monitoring
• Climate Survey
• Resource inventory
• Belief Survey/Implementation Rating
• School Profiles Attendance, discipline,
  population, etc.

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Progress Monitoring

• Progress Monitoring Data is used to
• Determine effectiveness of
• Tier I, II, and III instruction/
• interventions
• Prompt Changes to the Instructional/Intervention
  Plans
• Distinguish between Intense and Severe problems
• Intensity- indicated by the difference between
  what is expected and what is occurring
• Severity- indicated by lack of or poor
• response to intervention

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Intervention is it working?
Making instructional decisions based on the
review and analysis of student data. Progress
monitoring always includes graphing.
Classroom Intervention I
Classroom Intervention 2
From material of the PS/RTI Project A
collaboration between FLDOE and USF
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Positive Response to Intervention
Expected Trajectory
Performance
Time
Observed Trajectory
From material of the PS/RTI Project A
collaboration between FLDOE and USF
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Questionable Response to Intervention
Expected Trajectory
Performance
Observed Trajectory
Time
From material of the PS/RTI Project A
collaboration between FLDOE and USF
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Poor Response to Intervention
Expected Trajectory
Performance
Observed Trajectory
Time
From material of the PS/RTI Project A
collaboration between FLDOE and USF
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RtI Multi-Tier Model Tier I

• Provide effective academic and behavior core
  instruction
• Effective core instruction 80 or more of
  students have met benchmarks with core
  instruction
• Provide differentiated instruction for at risk
  students
• Monitor and record academic and behavior growth
  for all students
• Typically 3 to 4 times per school year
• Review universal screening data after each
  benchmark assessment to identify students in need
  of more intensive intervention (i.e., Tier II
  intervention).

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Universal Screening

• Given to everyone
• Critical Skills
• Brief
• Repeatable
• Cheap and easy to administer and score
• Tells us who needs more assessment

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Reviewing Core Data

• Is core working?

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Problem Identification
From material of the PS/RTI Project A
collaboration between FLDOE and USF
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Problem Identification
From material of the PS/RTI Project A
collaboration between FLDOE and USF
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Problem Identification
From material of the PS/RTI Project A
collaboration between FLDOE and USF
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Southern Regional Education Board

• Experience
• Opportunity -- School Improvement
• Expectation Plan
• Achievement
• Until you close the first 3, you cant work on
  the 4th

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Data Indicating Ineffective Core Instruction
Ineffective versus Effective Core Instruction
From material of the PS/RTI Project A
collaboration between FLDOE and USF
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Screening indicates math problem grades 3 to 5
Third Grade Math
Addition and Subtraction
About 81 Meeting minimum proficiency
Adapted from material by David Tilley Heartland
Area Educational Agency, Iowa
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Screening indicates math problem grades 3 to 5
Fourth Grade Math
About 32 Meeting Minimum Proficiency
Adapted from material by David Tilley Heartland
Area Educational Agency, Iowa
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Screening indicates math problem grades 3-5
Fifth Grade Math
About 42 Meeting Minimum Proficiency
Adapted from material by David Tilley Heartland
Area Educational Agency, Iowa
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• Universal Screening Data is used to
• Assess and monitor academic and behavioral
  progress of all students
• Identify ineffective core instruction
• Direct resources to Tier 1 intervention
• planning and implementation
• Identify students in need of intervention support
  beyond core instruction

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• An opportunity to engage a team of persons with
  expertise from across the system
• Data analyst
• Curriculum Specialists
• Teachers
• Administrators
• Parents

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Use Data to Guide Questions
From material of the PS/RTI Project A
collaboration between FLDOE and USF
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What can we say?
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RtI Multi-Tier Model Tier II

• Provide intensive, research-based interventions
  focused on remediation of identified problem
• Interventions can be standard protocol or
  determined through a problem-solving process
• Interventions are typically highly structured and
  are provided in a small group setting
• Interventions are provided in addition to and
  aligned with core instruction

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RtI Multi-Tier Model Tier II

• Monitor effectiveness of Tier II interventions
  frequently (e.g., bi-weekly, monthly)
• Effective Tier II Intervention 70 of students
  receiving a specific Tier II intervention are
  making adequate progress toward benchmark/goal
• Change intervention plan if effectiveness
  criteria is not met

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Tier II contd

• Students who meet benchmarks as a result of Tier
  II interventions are reintegrated into Tier I
  core instruction with support/scaffolding
  provided through differentiation
• Students who do not respond adequately to
  effective Tier II intervention may be identified
  for individual problem-solving and Tier III
  intervention

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Determining Effectiveness of Tier II Interventions
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Data Indicating Ineffective Instruction for
Specific AYP Groups
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RtI Multi-Tier Model Tier III

• Determine intervention plan through an individual
  Problem-Solving process
• Interventions are intense in terms of time,
  focus, and group size
• Ensure interventions are research-based and
  implemented with fidelity
• Provide interventions in addition to and aligned
  with Tier I and Tier II instruction
• Measure intervention effectiveness very
  frequently (e.g., weekly) and review data often

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aimline
trendline

• Check validity of data
• Emphasize rate and accuracy
• Increase power of reinforcement
• Make sure the reinforcer has value
• Have student set his or her own goals
• Challenge the student to monitor his or her own
  performance

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aimline
trendline

• Recycling through PS process and address
• Does the student have needed prerequisite skills?
• Should alternative hypotheses be examined?

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aimline
trendline

• Continue Current interventions, extend monitoring
  phase and consider
• Increasing time of intervention
• Increasing intensity of intervention
• Have student self-monitor or self-evaluate
  performance

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trendline
aimline

• Celebrate
• Keep current interventions until goal is met
• Once goal is met, determine if interventions can
  be faded

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Problem-Solving andTreatment Fidelity

• Response to Intervention is based on the
  actuality of interventions (Tier 1,2,3) delivered
  as intended
• We will not be successful with RtI if the
  intervention was not implemented or was
  implemented poorly
• Therefore, intervention fidelity must be ensured
  and documented if we are to use RtI

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Intervention Integrity Decisions
Evidence based intervention linked to verified
hypothesis planned
Evidence based intervention implemented
Student Outcomes (SO) Assessed
Treatment Integrity (TI) Assessed
Continue Intervention
SO TI
Implement strategies to promote treatment
integrity
Data-based Decisions
-SO -TI
Modify/change Intervention
-SO TI
From Lisa Hagermoser Sanetti, 2008 NASP Convention
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Implementation Integrity Data Sources

• Self Report
• Intervention Documentation Worksheet
• Permanent Product Reviews
• Lesson plans
• Graphic organizers
• Observations
• Global
• Intermediate
• Specific

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Intervention Documentation Worksheet
University of South Florida PS/RTI Project
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Monitoring Treatment Fidelity

• Strategies that improve fidelity
• Follow-up by a consultant/support staff
• Presentation of student data illustrating
  response to intervention
• Review of treatment implementation
• Frequency range from daily to weekly initially
• (Noell, Witt, Slider, Connell, Gatti, Williams,
  Keonig, Resetar, Duhon, in press)

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Adequate Yearly Progress (AYP)
The following slides are from the Florida
Department of Education
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Subgroups Classifications

• AYP calculations are based upon nine subgroups.
• 1. Total School
• 2. White (W)
• 3. Black (B)
• 4. Hispanic (H)
• 5. Asian (A)
• 6. Native American (I)
• 7. Economically Disadvantaged Students
• 8. English Language Learners (ELL)
• 9. Students With Disabilities (SWD)

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39 Components of AYP

• Participation Rate in Reading for the 9 subgroups
• Participation Rate in Math for the 9 subgroups
• Reading Proficiency of 9 subgroups
• Math Proficiency of 9 subgroups
• Change in School Writing Proficiency
• Change in School Graduation Rate
• School Grade

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Whats the Size of School and Subgroup Enrollment
for AYP?

• A school must have at least 11 eligible students
  in order to determine AYP for a school
• A subgroup must have at least 30 representing
  15 of the schools population or 100 eligible
  students in order to determine AYP for a subgroup

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Determine if Participation Criteria was Met

• Two Ways to Compute
• First Method Is the CY Percent Tested 95 or
  greater for the school and ALL subgroups?
• If Yes Participation Target is Met
• If Not Check the Second Method
• Second Method Is Average Percent Tested (CY and
  PY) 95 or greater for the school and/or ALL
  subgroups
• If Yes Participation Target is Met
• If Not Participation Target is Not Met

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Determine if Reading/Math Proficiency Targets
were Met

• Three Ways to Compute
• First Method Did the school and ALL subgroups
  meet the reading/math proficiency target?
• If Yes Proficiency Targets are met
• If Not Check Second Method
• Second Method Did the school and/or ALL
  subgroups that did not meet reading/math
  proficiency targets meet Safe Harbor
  requirements?
• If Yes Reading/Math proficiency targets are Met
• If Not Check Third Method
• Third Method Did the school and/or ALL
  subgroups that did not meet Safe Harbor
  requirements meet Growth Model on track to be
  proficient requirements?
• If Yes Reading/Math proficiency targets are Met
• If Not Reading/Math proficiency targets are Not
  Met

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What are Requirements for Safe Harbor?

• Safe Harbor requires that for each subgroup being
  evaluated
• The percent of non-proficient students decrease
  by at least 10 from the preceding year
• The group has met the writing criterion (the
  increase in writing proficiency is at least 1 or
  the school has a writing proficiency rate of 90
  or better) and
• The group has met the graduation rate criterion
  (the increase in graduation rate is at least 1
  or the school has a graduation rate of 85 or
  better).

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Safe Harbor 10 Reduction inNon-Proficient
Students
Example School Prior Year 20 Proficient in
Reading Current Year 29
Proficient in Reading
Step 1 Compute Non-Proficient Prior
Year 100 20 80
Step 2 Compute 10 Target Reduction Ten
Percent of the Prior Years of Non Proficient
Students 80 10 8
Step 3 Compute Safe Harbor Proficient
Target Prior Year Proficient added to the 10
Target Reduction 20 8 28
Step 4 Determine if the 10 Reduction is
Met Does the Current Year Proficient exceed
the Safe Harbor Proficient Target? 29 gt 28
? YES, Subgroup Meets AYP through Safe Harbor
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What are Requirements for the Growth Model?

• The Growth Model requires that for each subgroup
  being evaluated
• The percent of students on track to be
  proficient in three years or less is at least
  72 in reading and 74 in math and
• The group has met the writing criterion (the
  increase in writing proficiency is at least 1 or
  the school has a writing proficiency rate of 90
  or better) and
• The group has met the graduation rate criterion
  (the increase in graduation rate is at least 1
  or the school has a graduation rate of 85 or
  better).

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3rd Grade
5th Grade
4th Grade
6th Grade
Year 1 Score 1325 DSS ? Growth Target Met
Student on track to be Proficient
Year 2 Score 1500 DSS ? Growth Target
Met Student on track to be Proficient
Year 3 Score 1622 DSS ? Growth Target Met
Student Proficient in 3 Years
Gr. 5 Proficiency (1510 DSS)
Gr. 6 Proficiency (1622 DSS)
Gr. 3 Proficiency (1198 DSS)
Gr. 4 Proficiency (1456 DSS)
How to Calculate a Students 3-Year Growth
Trajectory Identify Gap Subtract Baseline Score
from Score Needed for Proficiency in Year 3 (1622
1001 621) Identify Amount of Growth Needed
Each Year Divide Gap by Three (621 / 3
207) Identify Growth Targets Year 1 Baseline
1/3 of Gap 1001 207 1208 Year 2
Baseline 2/3 of Gap 1001 414 1415 Year
3 Baseline 3/3 of Gap 1001 621 1622
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School Grades
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School Grades What is Measured
P O I N T S C O M P O N E N T S
Points 400 for Performance 400 for Learning
Gains 800 Possible Points (100 for each of 8
components)
A 525 B 495 - 524 C 435 - 494 D 395 -
434 F lt 395

• Additional requirements applied AFTER a schools
  points are calculated
• Adequate Progress for Lowest 25required to earn
  grade based on calculated points. If a school
  does not meet this requirement, the schools
  grade is lowered one letter grade.
• Participation Requirement (Percent
  Tested)required to earn grade based on
  calculated points. Schools must test at least 95
  of their students to earn an A, at least 90 to
  earn any other grade.

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Floridas School Grading System50 based on
Performance
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Performance Components Points
Schools receive one point for each percent of
students meeting the performance criteria.
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Floridas School Grading System50 based on
Learning Gains
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Meeting the Learning Gains Criterion DSS Gain
for Non-Retained Level 1 and Level 2 Students

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Recap School Grades
P O I N T S C O M P O N E N T S
Points 400 for Performance 400 for Learning
Gains 800 Possible Points (100 for each of 8
components)
A 525 B 495 - 524 C 435 - 494 D 395 -
434 F lt 395

• Additional requirements applied AFTER a schools
  points are calculated
• Adequate Progress for Lowest 25required to earn
  grade based on calculated points. If a school
  does not meet this requirement, the schools
  grade is lowered one letter grade.
• Participation Requirement (Percent
  Tested)required to earn grade based on
  calculated points. Schools must test at least 95
  of their students to earn an A, at least 90 to
  earn any other grade.

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Why Learning Gains?

• Reinforces concept of ALL students achieving a
  years worth of growth for a years worth of
  instruction
• Measures growth of the individual student and
  gives teachers feedback on the learning that has
  occurred while under their tutelage
• Represents the learning momentum a student
  takes with them to the next grade
• Constitutes 50 of Floridas accountability
  system.the school grade
• Is one of the indicators which determines pay
  for performance for teachers

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http//fcat.fldoe.org/fcatpub2.asp FCAT
Achievement Level Definitions/Tables (PDF)
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Learning Gains

• Did this student make learning gains?

No! This is a Retained student and must increase
at least one achievement level to demonstrate a
learning gain.
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Learning Gains

• Did this student make learning gains?

Yes! This student made 146 DSS points gain
within level 2 and the targeted gain is 96 (95
plus 1).
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Lowest 25
What is adequate progress for the schools
lowest 25? At least 50 of the lowest
performing students must make learning gains in
Reading AND in Math Note SBE Rule modified in
2008 to include demonstration of progress toward
this benchmark
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Lowest 25
How do students in the lowest 25 demonstrate a
learning gain? Exactly the same as all other
students in the school Reasons A, B, or
C (Note If Nlt30 in lowest 25, the lowest 30
students lt Lvl 4 will be used. If still not 30
students, Learning Gains for all students will
be substituted.
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Lowest 25 Adequate Progress

• Additional opportunities for meeting adequate
  progress criteria approved by SBE April 2008
• (Cannot be used for schools with sufficient
  points to be A)
• Lowest quartile at least 40 and increase at
  least 1 percentage point over prior year
• Lowest quartile less than 40 and increase at
  least 5 percentage points over prior year

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REMEMBER

• Learning Gains are the
• No Excuse Data!
• It is the red flag for examining the learning
  that is going on in our classrooms.

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Senate Bill 1908

• Beginning in the 2009-10 school year, 50 of the
  schools grade will be based on the existing
  FCAT-related factors and the remaining 50 will
  be based on factors that include
• A schools graduation rate
• As valid data become available, the performance
  and participation of students in AP, IB, Dual
  Enrollment, AICE, and industry certification
• The postsecondary readiness of the students as
  measured by the SAT, ACT, or CPT
• The high school graduation rate of at-risk
  students
• The performance of a schools students on
  statewide standardized end-of-course assessments,
  when available and
• Growth or decline in the data components from
  year to year.

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New Component 1 Graduation Rate

• Graduation Rate Method of Calculation
• In 2009-10 and 2010-11, the graduation rate will
  be calculated using the NGA 4-year cohort method
  (GEDs counted as non-graduates)
• Beginning in 2011-12 in order to ensure
  consistency with federal reporting criteria the
  graduation rate will be calculated using the new
  federal uniform graduation rate criteria.
• Under current regulations, 2011-12 is the first
  year states are required to use this method for
  federal reporting and AYP determinations.
• At this time, federal regulations indicate that
  GEDs, Special Diplomas, and transfers to Adult
  Education would be counted as non-graduates under
  this method.
• These details may be subject to change with the
  reauthorization of NCLB.

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New Component 2A Participation in Accelerated
Coursework
Proposed Calculation

• For a school to receive credit for participation
  in an accelerated course that ends in an exam
  (e.g., AP, IB, AICE), the student must take the
  exam.
• For dual enrollment, a student must earn a grade
  in the course for a school to receive credit for
  participation.
• For industry certification, a student must be
  enrolled in a CTE course and have taken an
  industry certification exam on the SBE approved
  Industry Certification Funding List for the
  year.

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New Component 2B Performance in Accelerated
Coursework
Proposed Calculation
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New Component 2B Performance in Accelerated
Coursework

• Weighting Proposal for Performance
• Measure will be based on credits earned.
• Depending on their score on AP, IB, and/or AICE,
  students will receive weight in the formula based
  on the number of postsecondary courses for which
  the student earns credit as determined by the
  Articulation Coordinating Committees
  Credit-by-Exam Equivalencies List.
  (http//www.fldoe.org/articulation/pdf/ACC-CBE.pdf
  )
• Successful completion (a C or higher) of a Dual
  Enrollment course leads to students earning
  credit in one course.
• Successful passage of an Industry Certification
  exam.

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New Component 3 Postsecondary Readiness
Proposed Calculation

• Separate Measures for Reading and Math only
  (recommendation to exclude Writing Readiness).
• If student takes multiple tests (ACT, SAT, or
  CPT), the students highest score by subtest is
  used.
• The scores used to define ready are set in
  State Board of Education Rule 6A-10.0315, F.A.C.

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New Component 4 Graduation Rate for At-Risk
Students

• Use same method of calculation used for overall
  graduation rate calculation.
• Subset of overall cohort include only those
  students that earned a Level 2 or lower on both
  FCAT Reading and Math in 8th Grade.
• If a school does not have at least 10 students in
  that subgroup, the schools overall graduation
  rate will be substituted for this measure.
• This is consistent with what is done currently in
  school grades in regard to the learning gains of
  the lowest performing students (bottom quartile).

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New Component 5 Growth or Decline in
components

• Proposal
• Schools earn an escalating number of points based
  on the magnitude of their improvement.
• There is no deduction of points proposed at this
  time.
• Additional points would be awarded based on the
  number of points the school improved (growth from
  prior year) up to a 20 additional points.
• EXAMPLE
• A schools acceleration performance improves from
  25 to 32 the school earns an additional 7
  points for a total of 39 points.

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Additional Requirement

• Law stipulates that in order for a high school to
  be designated as having a grade of A, the
  school must demonstrate that at-risk students are
  making adequate progress.
• In order for a school that earns enough points
  for an A to be awarded an A, the schools
  at-risk graduation rate must meet a certain
  threshold to ensure adequate progress.
• This requirement is akin to the current learning
  gains requirement for the Low 25.

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High School Grading MatrixNEW 50 (with points
possible)
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Additional Issues2. Combination Schools

• In simulations, there were a total of 51 schools
  labeled as combination schools that serve high
  school grade levels in 2008.
• 12 are K-12 schools.
• 32 are 6-12 schools.
• 7 are 9-12 schools that have been labeled as
  combination.
• Options on what to do with combination schools
  range from
• Separate school grades for the high school and
  non-high school portion of the schools.
• One grade per school with the high school
  measures accounting for a proportional amount of
  the grade based on the combination schools grade
  levels served.
• RECOMMENDATION One grade per combination school
  using the proportional method.

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Combination Schools Proportional Method
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Additional Issues3. At-Risk Requirement for
A schools

• Law stipulates that in order for a high school to
  be designated as having a grade of A, the
  school must demonstrate that at-risk students are
  making adequate progress.
• This requirement is akin to the current learning
  gains requirement for the Low 25.
• RECOMMENDATION In order for a school that earns
  enough points for an A to be awarded an A,
  the schools at-risk graduation rate must be X
  or they must demonstrate at least a 5 percentage
  point increase from the prior year. Otherwise,
  the schools grade is lowered to a B.

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Additional Issues3. At-Risk Requirement for
A schools (cont.)

• Proposed Threshold
• Using the NGA Rate, the average at-risk
  graduation rate component among the graded
  schools is 73.
• Recommended Threshold
• 75 or
• 1 percentage point improvement over the prior
  year if percentage is within 10 points of the
  target
• 5 percentage point improvement over the prior
  year if percentage is beyond 10 points of the
  target

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• EVALNRPT_at_fldoe.org or
• Juan Copa
• Department of Education
• 325 W. Gaines St., Room 844
• Tallahassee, FL 32399
• AYP Technical Assistance Paper Available at
  http//schoolgrades.fldoe.org/pdf/0809/2009AYPTAP.
  pdf

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Consider the Context

• Big data analysis question WHY???
• Why do the results look the way they do?
• Why did my students achieve the way they did?
• What are the external variables that could
  possibly have affected the students
  performance?
• What did I, the teacher, bring to the table?
• NOTE
• Never make a decision based on one test score!
  Look at longitudinal trends where possible.

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On-line Resources

• Studentprogress.org
• Rti4success.org
• Provides a consumer report of product/program for
  technical features
• Rtinetwork.org

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Data Disaggregation

• Never forgetbehind the data lies the face of a
  child
• FCAT Reading SSS 542 Science grade C
• 0 office referrals parents part of SAC
• FCAT Math SSS 467 Days Absent 2
• Days Tardy 1 Car rider
• Third school in four years

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• Thank you and Happy Data Mining!
• Questions?
• Comments?

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Line Graph with trend line
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Bar Graph
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Pie Chart