Meeting of the Board of Trustees Via Zoom Call August 28, 2020 at 9:00 AM

Agenda

I. Call to Order / Opening Prayer

II. Approve Nazareth Prep Phased School Reopening Health & Safety Plan

III. Recommend to the Member the Appointment of Cindy Walker to the Nazareth Prep Board

IV. Other Business

V. Adjournment

Attachments: Health and Safety Plan CV of Cindy Walker

Nazareth Prep Phased School Reopening Health and Safety Plan Template Each school entity must create a Health and Safety Plan which will serve as the local guidelines for all instructional and non- instructional school reopening activities. As with all emergency plans, the Health and Safety Plan developed for each school entity should be tailored to the unique needs of each school and should be created in consultation with local health agencies. Given the dynamic nature of the pandemic, each plan should incorporate enough flexibility to adapt to changing conditions. The templates provided in this toolkit can be used to document a school entity’s Health and Safety Plan, with a focus on professional learning and communications, to ensure all stakeholders are fully informed and prepared for a local phased reopening of school facilities. A school entity’s Health and Safety Plan must be approved by its governing body and posted on the school entity’s publicly available website prior to the reopening of school. School entities should also consider whether the adoption of a new policy or the modification of an existing policy is necessary to effectively implement the Health and Safety Plan.

Each school entity should continue to monitor its Health and Safety Plan throughout the year and update as needed. All revisions should be reviewed and approved by the governing body prior to posting on the school entity’s public website.

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Table of Contents

Preamble…………………………………………………………………………………………3 Health and Safety Plan: Nazareth Prep ...... 7 Type of Reopening ...... 8 Pandemic Coordinator/Team ...... 9 Key Strategies, Policies, and Procedures ...... 10 Cleaning, Sanitizing, Disinfecting, and Ventilation ...... 10 Social Distancing and Other Safety Protocols ...... 13 Monitoring Student and Staff Health ...... 19 Other Considerations for Students and Staff ...... 22 Health and Safety Plan Professional Development ...... 24 Health and Safety Plan Communications ...... 25 Health and Safety Plan Summary: Nazareth Prep ...... 26 Facilities Cleaning, Sanitizing, Disinfecting and Ventilation ...... 26 Social Distancing and Other Safety Protocols ...... 26 Monitoring Student and Staff Health ...... 27 Other Considerations for Students and Staff ...... 28 Health and Safety Plan Governing Body Affirmation Statement...... 30

This resource draws on a resource created by the Council of Chief State School Officers (CCSSO) that is based on official guidance from multiple sources to include: the Centers for Disease Control and Prevention, the White House, American Academy of Pediatrics, Learning Policy Institute, American Enterprise Institute, Rutgers Graduate School of Education, the World Health Organization, the Office of the Prime Minister of Norway as well as the departments of education/health and/or offices of the governor for Idaho, Montana, New York, Texas and Washington, DC.

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Preamble: Caring for Body and Soul

Jesus Christ – The Divine Physician

“As (Jesus) went ashore, He saw a great throng; and he had compassion on them, and healed their sick” (Mt 14:14).

The first line of St. John Paul II’s first encyclical letter Redemptor Hominis proclaimed this: “The Redeemer of Man, Jesus Christ, is the center of the universe and history.” It is a very apt reminder for us today that Jesus Christ stands at the center of all human life and each of our lives, especially when great trials and difficulties confront us. Over these past months, as the COVID-19 pandemic changed the way people throughout the world live their lives, the Lord Jesus has stood at the center of our existence. He continues to walk with us each day. Christ is the Redeemer and the Divine Physician who heals, guides and protects us and all whom we love. He is the answer to the deepest longings of the human heart and sheds the light of his love onto the darkness of our fears. He is hope and healing for the world.

One of our most pressing concerns is the education and the formation in the Catholic faith of our children and young people. No matter what questions and challenges may arise as we seek to open our Catholic schools, religious education and youth ministry programs, we believe that Jesus, our Redeemer and Divine Physician, is at the center of our endeavors. He who gazed with compassion upon the people gathered on the seashore two thousand years ago looks upon us with love and by his presence heals, strengthens, enlightens us and give us hope to go on.

The Family – Basic Cell of the Body of Christ

In a public health crisis such as we are experiencing, much attention is necessarily and rightfully given to the body. This is the chief purpose of this document: to protect the bodily health of our students, families, staff and volunteers. But as a community of believers, we do well to reflect on our Church’s spiritual understanding of itself as One Body in Christ (1 Corinthians 12: 12- 27). We are the Body of Christ: many individuals united as members of this Body, in and through our relationship with Jesus, our Head. Mindful of our identity as members of the Body of Christ, we recall that the ministry of Jesus Christ in which the Church participates is care for the “whole person”. That is to say, we are not only concerned with the physical good of individuals, but also their spiritual, emotional, social and intellectual well-being. This preamble is a reflection on those aspects of care which might otherwise be forgotten in our anxiety to respond to our present crisis. Highlighting these broader aspects of care for Christ’s Body, we first reflect on the primary element of any body, the cell.

The Church teaches that in both society and the Church, the family is the basic cell or most fundamental unit (CCC, 1656, 2207). “The family is the original cell of social life” (CCC, 2207). The home is the first school of love, compassion, truth and faith. Therefore, the stronger the family is, the stronger all of society and the Church will be. “Authority, stability, and a life of relations within the family constitute the foundations for freedom, security and fraternity within

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society...The family, (then), must be helped and defended by the appropriate measures” (2207). In this hour of need, the Lord uses our schools and parishes to help and defend our families. We take to heart the need to keep the “family first”, to strengthen, support and engage the many families that are the foundation of our communities.

Dignity of the Human Person

Beginning in childhood, we experience that great truth which our faith teaches: that every human person is created in the image and likeness of God. The unconditional love which parents have for their children is a beautiful and powerful witness that the Lord created us out of love, to be loved, to give love, for love. This is the foundation of the “dignity of human person” which the Church proclaims and expresses in our care for our neighbors, especially the most vulnerable, those who are underrepresented and the marginalized.

Our personal freedom is also an outward manifestation of the divine image we bear. We often struggle in our proper understanding and experience of this freedom. Through Christ God gives us freedom, not as the license to do whatever we want, but as the ability to do what we ought. We receive this as Jesus’ own example, who “did not come to be served but to serve and to give his life as a ransom for many” (Matt 20:28).

We are faithful to our own personal dignity when we choose to do the good for which we are created; and we show reverence for the dignity of others in caring for their spiritual and physical needs. “The more one does what is good, the freer one becomes. There is no true freedom except in the service of what is good and just,” (CCC, 1733).

This understanding of our personal freedom, and the presence in every age and place of those experiencing poverty, sickness and need, has moved Christian women and men to respond in love to our neighbors in ways that are both simple and heroic. In a very particular way, the Church’s mission to preach the Gospel is found in its ministry to those suffering with physical illnesses, as it seeks to accompany them and work toward their health in body and soul. Therefore, as we respond to the COVID-19 crisis, let us each strive to respect the dignity of each person in our community, seeking their total care.

• Physical Care “Do you not know that your body is a temple of the Holy Spirit within you, whom you have from God, and that you are not your own? For you have been purchased at a price. Therefore,

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glorify God in your body” (1 Cor 6:19-20). Have we ever thought of the body as a traveling “tabernacle”, God’s dwelling place which brings His presence to others? Yet as God chooses to live in us, this is what we are. Our physical selves, therefore, are not only integral to our personhood, but are ennobled by Holy Trinity who lives within us by grace. We cannot understand ourselves apart from our physical bodies, nor can we accomplish good without them. That is why the Lord expects us to be good stewards of the bodies He has created. Taking care of our physical health allows us to fully offer ourselves in service to the Gospel of Jesus Christ. St. Ignatius of Loyola taught, “It is not the soul alone that should be healthy; if the mind is healthy in a healthy body, all will be healthy and much better prepared to give God greater service."

• Spiritual Care Our care for the spiritual health of every person is a genuine expression of our hope for eternal life. Together with the call to serve the physical needs of our neighbors which we recall especially with the Corporal Works of Mercy, (feed the body, shelter the homeless, care for the imprisoned, etc.), our Church has long maintained the teaching and tradition of the Spiritual Works of Mercy: counsel the doubtful, instruct the ignorant, admonish sinners, comfort the sorrowful, forgive Injuries, bear wrongs patiently, pray for living and the dead.

Our lives in this world, and especially in the midst of a pandemic, present us with an abundance of opportunities to serve others with the love Christ. In the first place we do this in our care for the sick and those prone to physical illness, but also in our care for those suffering fear and anxiety and in our accompaniment of those who are discouraged or who may not know Jesus as our Redeemer and Diving Physician. The most excellent and effective “medicine” which Christians have available are the sacraments of the Church. In the sacraments each of us, again and again, is drawn into an encounter with the Lord Jesus, who heals us and makes us whole. The Holy Eucharist, in particular, is our “daily Bread” given to nourish in us the hope which Christ alone offers us.

• Social and Emotional Care As already recalled, we are created by and exist through the love of a Trinitarian God. Imaging this original Community of Love, human persons are impelled to pursue a civilization of love among peoples. Inter-connectedness is not only a call, then, but also a personal need. Yet, facing social distancing, we experience certain restrictions to our interactions. Even still, we are never hindered in building and sustaining friendships and healthy relationships. Fostering self- awareness, impulse control, motivation, empathy, and social skills, help us to relate to others and to know ourselves. Through our closeness with God, our lives spill over with the Fruits His Spirit – love, joy, peace, patience, kindness, goodness, faithfulness, goodness and self-control - - which cultivate an emotional and social well-being built upon the love that is our God.

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• Intellectual Care Even in the midst of the COVID uncertainty, our schools and parishes are committed to serving the instructional needs of our students. This is modeled by the Second Vatican Council which insisted that "Holy Mother Church must be concerned with the whole of man's life, even the secular part of it insofar as it has a bearing on his heavenly calling. Therefore, she has a role in the progress and development of education" (Gravissimum Educationis). Education remains critically important in the formation of the human person by teaching how to live well now to be able to live with God for all eternity. Our schools and parishes serve both the faith community and society by educating children, young people and adults to contribute to the common good by becoming active and caring members of the communities, cities, and nation in which they live.

Facing many challenges as we re-open schools and provide faith formation and youth ministry in parishes in the fall, we, the Body of Christ, nonetheless take up this charge with faith, hope and love. Commissioned by the Son of God Himself for this holy work, we go forward confident that the One who began the good work in us will bring it to completion (Philippians 1: 6). As we implement the following guidelines to provide our children and young people with an excellent Catholic education and formation in a safe and healthy environment, we turn always to Him in our work and respond with unwavering faith:

“Jesus, we trust in You!”

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Health and Safety Plan: Nazareth Prep

All decision-makers should be mindful that as long as there are cases of COVID-19 in the community, there are no strategies that can completely eliminate transmission risk within a school population. The goal is to keep transmission as low as possible to safely continue school activities. All school activities must be informed by Governor Wolf’s Process to Reopen Pennsylvania. The administration has categorized reopening into three broad phases: red, yellow, or green. These designations signal how counties and/or regions may begin easing some restrictions on school, work, congregate settings, and social interactions:

• The Red Phase: Schools remain closed for in-person instruction and all instruction must be provided via remote learning, whether using digital or non-digital platforms. Provisions for student services such as school meal programs should continue. Large gatherings are prohibited.

• The Yellow Phase and Green Phase: Schools may provide in-person instruction after developing a written Health and Safety Plan, to be approved by the local governing body (e.g. board of directors/trustees) and posted on the school entity’s publicly available website.

Based on your county’s current designation (i.e., red, yellow, green) and the best interests of your local community, indicate which type of reopening your LEA has selected by checking the appropriate box in row three of the table below. Use the remainder of the template to document your LEA’s plan to bring back students and staff, how you will communicate the type of reopening with stakeholders in your community, and the process for continued monitoring of local health data to assess implications for school operations and potential adjustments throughout the school year.

Depending upon the public health conditions in any county within the Commonwealth, there could be additional actions, orders, or guidance provided by the Pennsylvania Department of Education (PDE) and/or the Pennsylvania Department of Health (DOH) designating the county as being in the red, yellow, or green phase. Some counties may not experience a straight path from a red designation, to a yellow, and then a green designation. Instead, cycling back and forth between less restrictive to more restrictive designations may occur as public health indicators improve or worsen. This means that your school entity should account for changing conditions in your local Health and Safety Plan to ensure fluid transition from more to less restrictive conditions in each of the phase requirements as needed.

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Type of Reopening

Key Questions

• How do you plan to bring students and staff back to physical school buildings, particularly if you still need social distancing in place? • How did you engage stakeholders in the type of re-opening your school entity selected? • How will you communicate your plan to your local community? • Once you reopen, what will the decision-making process look like to prompt a school closure or other significant modification to operations?

Nazareth Prep will begin under the format selected below.

☒ Total reopen for all students and staff (but some students/families opt for distance learning out of safety/health concern).

☐ Scaffolded reopening: Some students are engaged in in-person learning, while others are distance learning (i.e., some grade levels in-person, other grade levels remote learning).

☐ Blended reopening that balances in-person learning and remote learning for all students (i.e., alternating days or weeks).

☐ Total remote learning for all students. (Plan should reflect future action steps to be implemented and conditions that would prompt the decision as to when schools will re-open for in-person learning).

Nazareth Prep will begin instruction on August 31, 2020.

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Pandemic Coordinator/Team

Each school entity is required to identify a pandemic coordinator and/or pandemic team with defined roles and responsibilities for health and safety preparedness and response planning during the phased reopening of schools. The pandemic coordinator and team will be responsible for facilitating the local planning process, monitoring implementation of your local Health and Safety Plan, and continued monitoring of local health data to assess implications for school operations and potential adjustments to the Health and Safety Plan throughout the school year. To ensure a comprehensive plan that reflects the considerations and needs of every stakeholder in the local education community, LEAs are encouraged to establish a pandemic team to support the pandemic coordinator. Inclusion of a diverse group of stakeholders is critical to the success of planning and implementation. LEAs are highly encouraged to make extra effort to engage representatives from every stakeholder group (i.e., administrators, teachers, support staff, students, families, community health official or other partners), with a special focus on ensuring that the voices of underrepresented and historically marginalized stakeholder groups are prioritized. In the table below, identify the individual who will serve as the pandemic coordinator and the stakeholder group they represent in the row marked “Pandemic Coordinator”. For each additional pandemic team member, enter the individual’s name, stakeholder group they represent, and the specific role they will play in planning and implementation of your local Health and Safety Plan by entering one of the following under “Pandemic Team Roles and Responsibilities”:

• Health and Safety Plan Development: Individual will play a role in drafting the enclosed Health and Safety Plan; • Pandemic Crisis Response Team: Individual will play a role in within-year decision making regarding response efforts in the event of a confirmed positive case or exposure among staff and students; or • Both (Plan Development and Response Team): Individual will play a role in drafting the plan and within-year decision making regarding response efforts in the event of confirmed positive case.

Stakeholder Group Pandemic Team Roles and Responsibilities Individual(s) Represented (Options Above) HFI Administration & HFI Participate in drafting and monitoring the overall plan. Sister Linda Yankoski Community Both (Plan Development and Response Team) Participate in drafting, implementing, and monitoring Rita Canton Nazareth Prep Community the plan. Both (Plan Development and Response Team) Develop return to play policies that address, at a minimum, the following areas: pre-workout screening; Teachers, Sports Partners, limitations on number of students participating Latonya Salley-Sharif student athletes, parents together; sanitizing facilities; permitted types of physical activity; usage of athletic equipment, and individualized hydration. Response Team School Counselor Students, families Monitor isolation room Response Team

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Keep abreast of changing guidelines. Develop Vince Tarquinio Health Department checklists and incident reporting for issues that arise. Response Team Key Strategies, Policies, and Procedures

Once your LEA has determined the type of reopening that is best for your local community and established a pandemic coordinator and/or pandemic team, use the action plan templates on the following pages to create a thorough plan for each of the requirements outlined in the Pennsylvania Department of Education’s Preliminary Guidance for Phased Reopening of PreK- 12 Schools.

For each domain of the Health and Safety Plan, draft a detailed summary describing the key strategies, policies, and procedures your LEA will employ to satisfy the requirements of the domain. The domain summary will serve as the public-facing description of the efforts your LEA will take to ensure health and safety of every stakeholder in your local education community. Thus, the summary should be focused on the key information that staff, students, and families will require to clearly understand your local plan for the phased reopening of schools. You can use the key questions to guide your domain summary.

For each requirement within each domain, document the following:

• Action Steps under Yellow Phase: Identify the discrete action steps required to prepare for and implement the requirement under the guidelines outlined for counties in yellow. List the discrete action steps for each requirement in sequential order. • Action Steps under Green Phase: Identify the specific adjustments the LEA or school will make to the requirement during the time period the county is designated as green. If implementation of the requirement will be the same regardless of county designation, then type “same as Yellow” in this cell. • Lead Individual and Position: List the person(s) responsible for ensuring the action steps are fully planned and the school system is prepared for effective implementation. • Materials, Resources, and/or Supports Needed: List any materials, resources, or support required to implement the requirement. • Professional Development (PD) Required: In order to implement this requirement effectively, will staff, students, families, or other stakeholders require professional development?

In the following tables, an asterisk (*) denotes a mandatory element of the plan. All other requirements are highly encouraged to the extent possible.

Cleaning, Sanitizing, Disinfecting, and Ventilation

Key Questions

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• How will you ensure the building is cleaned and ready to safely welcome staff and students? • How will you procure adequate disinfection supplies meeting OSHA and CDC requirements for COVID-19? • How often will you implement cleaning, sanitation, disinfecting, and ventilation protocols/procedures to maintain staff and student safety? • What protocols will you put in place to clean and disinfect throughout an individual school day? • Which stakeholders will be trained on cleaning, sanitizing, disinfecting, and ventilation protocols? When and how will the training be provided? How will preparedness to implement as a result of the training be measured?

Summary of Responses to Key Questions:

A professional cleaning company will deep clean the entire building. All high touch surfaces such as desks, tables, doorknobs, light switches, countertops, handles, phones, keyboards, toilets, faucets, sinks, etc. will be cleaned daily and as a new person or group enters a room or facility. Disinfectant wipes and sprays will be available in all rooms and each person will be encouraged to use the materials to disinfect any surface that is touched after use.

Disinfection supplies will be purchased commercially, and an adequate stockpile will be assembled before the start of school.

All staff members will receive COVID training that covers standard precautions, and how to clean and disinfect the environment. We are looking into training packages that provide a certificate of completion. Staff members will receive training on returning to work.

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Materials, Resources, PD Action Steps Action Steps Lead Individual Requirements and or Required under Yellow Phase under Green Phase and Position Supports (Y/N) Needed * Cleaning, Same as Green Phase All surfaces and floors Director of sanitizing, will be cleaned and Environmental disinfecting, disinfected with EPA Services & and approved products. Cleaning ventilating Highly touched surfaces, Company learning such as doorknobs, light Disinfectant Y Teachers & wipes spaces, switches, desks, etc. will Faculty Spray surfaces, and be sanitized frequently disinfectant’ Y any other throughout the school areas used by Gloves day. students (i.e., Director of

restrooms, Transportation & Hand sanitizer will be drinking Drivers fountains, available in all hallways, and classrooms and in public transportation spaces, and replaced ) when needed.

Water fountains will be covered and not permitted to be used. Rugs and any fabric surfaces (such as chairs with fabric on them) should be removed, or reduced in number, if possible.

When possible, and safe, windows and inside doors will be left open to allow for increased ventilation throughout the school day.

Clean bathrooms regularly throughout the school day, such as every hour.

Cleaning buses after each use/trip Other cleaning, sanitizing, disinfecting, and ventilation practices

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Materials, Resources, PD Action Steps Action Steps Lead Individual Requirements and or Required under Yellow Phase under Green Phase and Position Supports (Y/N) Needed

Social Distancing and Other Safety Protocols

Key Questions

• How will classrooms/learning spaces be organized to mitigate spread? • How will you group students with staff to limit the number of individuals who come into contact with each other throughout the school day? • What policies and procedures will govern use of other communal spaces within the school building? • How will you utilize outdoor space to help meet social distancing needs? • What hygiene routines will be implemented throughout the school day? • How will you adjust student transportation to meet social distancing requirements? • What visitor and volunteer policies will you implement to mitigate spread? • Will any of these safety protocols differ based on age and/or grade ranges? • Which stakeholders will be trained on social distancing and other safety protocols? When and how will the training be provided? How will preparedness to implement as a result of the training be measured?

Summary of Responses to Key Questions:

All classrooms will seat only the number of students that can be separated by 6 feet. All unnecessary items and furniture will be removed from classrooms and instructional spaces to accommodate physical distancing. Each desk will have a sneeze guard installed. All seating will face forward. Group seating facing one another is prohibited unless a sneeze guard is in place. Classes will be self-contained, and teachers will rotate. Students will attend electives in their homeroom groupings. The 9th grade will occupy the second floor, 10th and 11th grades will occupy the first floor and the 12th grade will occupy the classrooms in the St. Joseph the Worker Trailer. Students will get a box lunch and eat in their classrooms.

Reception spaces will be eliminated, and a plastic partition will be installed for the receptionist. All seating will be reconfigured to preserve the recommended physical distancing. Communal amenities will be eliminated such as coffee makers, microwaves, etc. Touchless dispensers will be installed wherever possible. Signage will be posted to deter use of communal amenities.

Hand sanitizing stations will be present in each classroom. Disinfectant wipes or spray will be left in each communal space and employees and students will be encouraged to wipe down all surfaces and equipment after touched or used.

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In good weather gym class will be conducted outdoors and activities will be limited to nonengagement such as walking, jogging, exercises, etc. Students and faculty will be encouraged to wash and disinfect their hand anytime they leave and enter a new space.

Visitors to the school will be limited and parents will be encouraged to make appointments when meetings are needed.

Additional bus and van routes will be provided to reduce the number of students in vehicles.

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Materials, Action Steps Action Steps Lead Individual Resources, and PD Required Requirements under Yellow under Green and Position or Supports (Y/N) Phase Phase Needed * Classroom/ When Desks will be ED/Head of Sneeze guards N learning space appropriate, in positioned 6 feet School, teachers. (for every desk, occupancy the yellow apart, facing the teacher and that allows for phase, a hybrid- same direction student) 6 feet of model may be and will have Face shields separation implemented to sneeze guards PPE attached. among limit the number

students and of students in staff the building and Student desks throughout the classrooms. will be spaced 3 day, to the – 6 feet apart Essential maximum (dependent employees only extent feasible upon current will be in the guidelines) with building. plastic shields

around them All monitoring of which are student and staff Action Steps cleaned daily. outlined in the green phase will Teachers will be in place in the rotate into yellow phase. the classrooms to teach different subjects, instead of the students.

Move any non-essential furniture, materials of equipment that is not needed and store them in a place outside of the room

It is recommended that teachers use face shields, so

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students can see their lips as they are providing direction and instruction.

Opening of windows encouraged.

Outdoor space will be utilized wherever possible.

Each student is encouraged to provide their own supplies to reduce the need to share supplies. * Restricting the Box lunches will Director of Food None N use of be delivered to Services cafeterias and the classroom. other congregate settings, and serving meals in alternate settings such as classrooms * Hygiene Wash or disinfect NP Community Disinfectant wipes Y practices for hands when and/or sprays students and leaving and staff including entering a new Signage to inform the manner space. Wipe and direct and frequency down desk, table, students and staff of hand- or chair before washing and and after each other best use. practices * Posting signs, Decals and ED/Head of Signs N in highly floor visuals School

visible indicating six- locations, that Manager of promote foot distancing Administration everyday will be protective

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measures, and included in how to stop classrooms, the spread of hallways and germs communal spaces.

One-way traffic patterns hallways, staircase.

Decals will be displayed in bathrooms on appropriate hand washing. * Identifying and Use signage to ED/Head of Signs N restricting restrict visitors. School Communication to non-essential Send letter to parents/guardians visitors and parents about volunteers visiting practices. * Handling Develop policies Athletic Director None Y sporting according to CDC Gym Teacher activities for guidelines. recess and physical Physical education Education classes classes will be structured consistent with in a manner that the CDC students will Considerations remain at a for Youth distance of 6 feet Sports or greater while engaged in activities.

Use outdoor spaces as much as possible.

Stagger recess/gym time so only one class is at recess at a time. Limiting the All students will Teachers Chrome Books Yes, for students sharing of be required to Personal Supplies materials among have their own students supplies.

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The school will issue a Chromebook to each student. Staggering the Create transition ED/Head of N use of schedules that School communal minimize ED/Head of spaces and numbers in School hallways common spaces; Teachers hallways, cafeteria, etc.

Designated arrival and dismissal procedures to ensure safe physical distance Adjusting Assess feasibility Director of Additional N transportation of adding Transportation funding. schedules and additional vans practices to and drivers to create social current routes. distance between Implement two students drop off areas, one for buses and one for car drop off.

Bussing issues are dependent upon the local school districts who transport to Catholic Schools. Limiting the Self-contained ED/Head of Policies and N number of classrooms. School procedures. individuals in Teacher rotations. classrooms and Sneeze guards other learning for desks where spaces, and feasible. interactions between groups of students Coordinating N/A N/A N/A N/a N/A with local childcare regarding on site care, transportation protocol changes and,

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when possible, revised hours of operation or modified school- year calendars Other social distancing and safety practices

Monitoring Student and Staff Health

Key Questions

• How will you monitor students, staff, and others who interact with each other to ensure they are healthy and not exhibiting signs of illness? • Where, to whom, when, and how frequently will the monitoring take place (e.g. parent or child report from home or upon arrival to school)? • What is the policy for quarantine or isolation if a staff, student, or other member of the school community becomes ill or has been exposed to an individual confirmed positive for COVID-19? • Which staff will be responsible for making decisions regarding quarantine or isolation requirements of staff or students? • What conditions will a staff or student confirmed to have COVID-19 need to meet to safely return to school? How will you accommodate staff who are unable to uncomfortable to return? • How will you determine which students are willing/able to return? How will you accommodate students who are unable or uncomfortable to return? • When and how will families be notified of confirmed staff or student illness or exposure and resulting changes to the local Health and Safety Plan? • Which stakeholders will be trained on protocols for monitoring student and staff health? When and how will the training be provided? How will preparedness to implement as a result of the training be measured?

Summary of Responses to Key Questions:

The COVID-19 crisis is a global crisis. To appropriately operate our school and continue to provide the best education for our students, Nazareth Prep needs the help and cooperation of everyone in the school community. Each staff member upon entering the building will be screened daily for their temperature and questioned regarding any symptoms associated with COVID-19. Parents are required to ensure that their children are healthy and free of all symptoms of illness prior to sending them to school each day. Each parent will be required to take their child’s temperature before they send the child to school.

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As a secondary precaution, student temperatures will be taken in a group as they are entering the building via thermal scanners. These devices use infrared light to measure a person's external temperature. They are able to scan entire crowds at once. If a student has a temperature above 99.5 degrees, the student will have their temperature taken again. If the student’s temperature remains above the threshold, the steps listed below will be taken. If a student does not have a temperature above the threshold, but presents symptoms during the school day, the student will be isolated, and parents are expected to pick up the student within an hour.

1. Isolate student in separate area 2. Must be sent home and follow up with a medical provider with a clearance note prior to returning to school 3. Have parent/guardian call PA DOH 1-877-724-3258 for guidance regarding presenting symptoms if testing for COVID-19 is warranted 4. Encourage televisits and telephone calls first to prevent potential community transmission of infectious disease if stable and clinically appropriate referral at time of assessment

Fever threshold is now 99.5 degrees Fahrenheit or higher

If symptoms of COVID-19 (fever, cough, shortness of breath) are present, follow up with a medical provider is required and a clearance note from the doctor must be submitted prior to returning to school. For those who have symptoms of COVID-19 but have not been tested:

• Home isolation for at least 7 days from start of symptoms • No fever for at least 3 days (72 hours) without the use of fever-reducing medications • Improvement in respiratory symptoms (e.g., cough, shortness of breath)

For those who have a confirmed diagnosis of COVID19:

• Medical clearance documentation will be required prior to return to school in addition to the above.

For the First month after school re-opens:

• 72 hours since last episode of active vomiting or diarrhea • 72 hours since last fever without the use of fever-reducing medication • 24 hours after completion of antibiotics • With doctor clearance recommendation

After first month:

• 24 hours for vomiting or diarrhea and fever without the use of fever reducing medication • 24 hours after completion of antibiotics

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• With doctor clearance documentation

Materials, PD Action Steps Action Steps Lead Individual Resources, and Requirements Required under Yellow Phase under Green Phase and Position or Supports (Y/N) Needed * Monitoring When appropriate, in the Staff and students will be No Touch Y students and yellow phase, the school will monitored daily. Thermometers staff for be utilizing a hybrid-model symptoms to limit the number of Thermal and history of students in the building and scanner exposure classrooms.

* Isolating or Same as in Green Phase Establish an isolation room. School Isolation Room quarantining Counselor PPE students, The school counselor ED/Head of Bed, sheets, staff, or calls a parent/guardian to School supplies visitors if they pick up the student and become sick take them home or to a or healthcare facility. If they demonstrate a are taken to a healthcare history of facility, notify the facility of exposure the possibility of a COVID- 19 case.

If a staff member becomes ill, send them home or to the isolation area and call for someone to get them if they are too ill to transport themselves home. If they are taken to a healthcare facility, notify the facility of the possibility of a COVID-19 case.

Completely clean and disinfect the isolation area after the person who was ill left.

* Returning Students and staff may isolated or return to school once quarantined cleared by their doctor. staff, students, or visitors to school

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Materials, PD Action Steps Action Steps Lead Individual Resources, and Requirements Required under Yellow Phase under Green Phase and Position or Supports (Y/N) Needed Notifying staff, The school will list Director of Website N families, and protocols on its website. Admissions Message the public of System school closures Any changes should be Development and within- communicated to all Staff school-year stakeholders and updated changes in on the school website. safety protocols Instructional Staff will review all changes with their students. Other monitoring and screening practices

Other Considerations for Students and Staff

Key Questions

• What is the local policy/procedure regarding face coverings for staff? What is the policy/procedure for students? • What special protocols will you implement to protect students and staff at higher risk for severe illness? • How will you ensure enough substitute teachers are prepared in the event of staff illness? • How will the LEA strategically deploy instructional and non-instructional staff to ensure all students have access to quality learning opportunities, as well as supports for social emotional wellness at school and at home?

Summary of Responses to Key Questions:

All staff and students must wear masks if they are within 6 feet of one another. Masks may be taken off while outside as long as physical distancing is followed. Students may remove masks when behind a sneeze guard. If we are unable to hire substitute teachers, we may have to provide online classes to students until teachers who are out sick return. All students have access to a school counselor and to Holy Family Institute’s outpatient counseling program. Students who are at higher risk may not be able to work at or attend Nazareth Prep. Staff at higher risk may have to work behind a sneeze guard and limit their activity.

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Materials, Resources, PD Action Steps Action Steps Lead Individual Requirements and or Required under Yellow Phase under Green Phase and Position Supports (Y/N) Needed * Protecting Same as Green Phase Establish a standard ED/Head of PPE N students and routine of checking the School staff at higher health status of all who Faculty risk for severe enter the school. Ask staff Teachers illness and students and parents to identify themselves as higher risk.

Have PPE resources available to all who enter the school and ensure all staff knows where they are located. * Use of face Provide 3 cloth masks for ED/Head of N coverings all staff. School (masks or Staff must wear masks Faculty face shields) when in public areas or Teachers by all staff within 6 feet of others.

* Use of face Students must wear masks ED/Head of Y coverings or face shields in public School (masks or areas or within 6 feet of Faculty face shields) others. Teachers by older students (as appropriate) Unique safety Develop individualized protocols for learning plan if possible. students with complex needs or other vulnerable individuals Strategic deployment of staff

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Health and Safety Plan Professional Development

The success of your plan for a healthy and safe reopening requires all stakeholders to be prepared with the necessary knowledge and skills to implement the plan as intended. For each item that requires professional development, document the following components of your professional learning plan.

• Topic: List the content on which the professional development will focus. • Audience: List the stakeholder group(s) who will participate in the professional learning activity. • Lead Person and Position: List the person or organization that will provide the professional learning. • Session Format: List the strategy/format that will be utilized to facilitate participant learning. • Materials, Resources, and or Supports Needed: List any materials, resources, or support required to implement the requirement. • Start Date: Enter the date on which the first professional learning activity for the topic will be offered. • Completion Date: Enter the date on which the last professional learning activity for the topic will be offered.

Materials, Lead Person and Session Resources, and Completion Topic Audience Start Date Position Format or Supports Date Needed ED/Head of NP Online & In- Covid-19 Procedures School None 8/10/2020 8/20/2020 Community Person and Strategies Faculty ED/Head of Staff and Online & In- School None 8/10/2020 9/3/2020 Hygiene and PPE Students Person Faculty Cleaning Cleaning Cleaning & In-person None 8/10/2020 8/14/2020 Disinfecting Company Company NP Staff and Faculty In-person None 8/10/2020 9/3/2020 Screening Community

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Health and Safety Plan Communications

Timely and effective family and caregiver communication about health and safety protocols and schedules will be critical. Schools should be particularly mindful that frequent communications are accessible in non-English languages and to all caregivers (this is particularly important for children residing with grandparents or other kin or foster caregivers). Additionally, LEAs should establish and maintain ongoing communication with local and state authorities to determine current mitigation levels in your community.

Lead Person Mode of Completion Topic Audience Start Date and Position Communications Date ED/Head of NP School Website, email, letters. 7/20/2020 Ongoing Health and Safety Guidelines Stakeholders Director of Admissions ED/Head of NP School Website, email, letters. As needed Ogoing Policy Changes Stakeholders Director of Admissions

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Health and Safety Plan Summary: Nazareth Prep

Anticipated Launch Date: August 31, 2020

Use these summary tables to provide your local education community with a detailed overview of your Health and Safety Plan. LEAs are required to post this summary on their website. To complete the summary, copy and paste the domain summaries from the Health and Safety Plan tables above.

Facilities Cleaning, Sanitizing, Disinfecting and Ventilation

Requirement(s) Strategies, Policies and Procedures * Cleaning, sanitizing, disinfecting, and • Students/staff will disinfect their ventilating learning spaces, surfaces, personal area (desk/phone/etc.) twice and any other areas used by students daily, after lunch and before dismissal. (i.e., restrooms, drinking fountains, • Classroom windows/doors will remain hallways, and transportation) open as the weather permits to help facilitate adequate ventilation. • Drinking fountains will be off limits. Water will be provided in individual bottles on an as needed basis. • Common areas (i.e. teachers’ lounge/copy room) will be limited to accommodate physical distancing. • Staff will be required to disinfect equipment (i.e. staff telephone/copy machine etc.) after each use with documentation. • Building will undergo a deep disinfect daily after all students have been dismissed.

Social Distancing and Other Safety Protocols

Requirement(s) Strategies, Policies and Procedures * Classroom/learning space occupancy • Desks will be placed with 6ft. of space that allows for 6 feet of separation between them. among students and staff throughout • Teacher/BHS desks will include the day, to the maximum extent feasible plexiglass barriers. • Students will not blend with other * Restricting the use of cafeterias and classrooms during lunch and specials other congregate settings, and serving and or other common areas. meals in alternate settings such as • Lunch will be served in the students’ classrooms classrooms or outside. • Students will be required to wash hands/ use hand sanitizer upon arrival to school and at dismissal.

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Requirement(s) Strategies, Policies and Procedures * Hygiene practices for students and staff Students/staff will wash hands/use including the manner and frequency of hand sanitizer every time they hand-washing and other best practices leave/re-enter the classroom. • Students/staff will disinfect their * Posting signs, in highly visible personal area (desk/phone/etc.) twice locations, that promote everyday daily after lunch and before dismissal. protective measures, and how to stop • Signs to remind and encourage hand the spread of germs washing/mask wearing/social distancing, and information regarding * Handling sporting activities consistent the spread of germs will be posted at with the CDC Considerations for Youth the entrance, outside of all the Sports for recess and physical bathrooms, and in the hallways education classes throughout the school. • Physical education classes will only Limiting the sharing of materials among include one cohort at a time. Shared students objects will be discouraged, and all used equipment will be sanitized after Staggering the use of communal spaces each class. Classes will be held and hallways outside as often as possible and instruction will focus on the individual Adjusting transportation schedules and development of skills rather than group practices to create social distance activities. between students • Students will not share materials (books, pencils, computers, etc.), and Limiting the number of individuals in will disinfect their own materials at classrooms and other learning spaces, dismissal. and interactions between groups of • Individual charging stations for students computers will be set up in each classroom to eliminate sharing and Coordinating with local childcare reduce travel throughout the school. regarding on site care, transportation • Staggered arrival times for buses will protocol changes and, when possible, be implemented when feasible. revised hours of operation or modified Students will follow entrance protocol school-year calendars disinfecting hands when entering the classroom (social distancing being Other social distancing and safety practiced as students enter building). practices • There will be no mingling of classrooms for specials, lunch, assemblies etc. Student interaction will be limited to only the students in their advisory.

Monitoring Student and Staff Health

Requirement(s) Strategies, Policies and Procedures * Monitoring students and staff for Students/staff will have their temperature symptoms and history of exposure taken daily.

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Requirement(s) Strategies, Policies and Procedures

* Isolating or quarantining students, staff, Students that have a temperature reading or visitors if they become sick or above 99.5 will be isolated in the nurse’s demonstrate a history of exposure isolation room immediately and will remain there until they can be taken home. Parents * Returning isolated or quarantined staff, will be contacted to decide how to transport students, or visitors to school the student home and to review the guidelines for return. Remote learning will Notifying staff, families, and the public of also be provided for the student before they school closures and within-school- year leave. The student is permitted to return changes in safety protocols when he/she has a written clearance letter from their physician.

Staff that have a temperature reading above 99.5 will be sent home immediately and are able to return when they receive a written clearance letter from their physician.

All visitors will have to schedule appointments and adhere to the schools COVID-19, (must wear mask and have temperature taken by the nurse or a designated staff member) guidelines before entering the building.

CDC/COVID-19 guidelines will be posted at the school entrance.

Other Considerations for Students and Staff

Requirement(s) Strategies, Policies and Procedures * Protecting students and staff at higher Staff will be required to wear masks as per risk for severe illness CDC guidelines.

* Use of face coverings (masks or face Students will be required to wear masks or shields) by all staff shields as per CDC guidelines.

* Use of face coverings (masks or face High risk students/staff will be strategically shields) by older students (as placed to limit interaction if possible. appropriate) Staff will strategically be deployed limited to Unique safety protocols for students with 1 staff/office. complex needs or other vulnerable individuals

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Requirement(s) Strategies, Policies and Procedures Strategic deployment of staff Office sharing will take place only when necessary and require the use of face mask and 6ft distancing with co-workers.

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Health and Safety Plan Governing Body Affirmation Statement

The Board of Trustees for Nazareth Prep reviewed and approved the Phased School Reopening Health and Safety Plan on ______.

The plan was approved by a vote:

Yes

No

Affirmed on:

By:

(Signature* of Board Chairperson)

(Print Name of Board Chairperson)

*Electronic signatures on this document are acceptable using one of the two methods detailed below.

Option A: The use of actual signatures is encouraged whenever possible. This method requires that the document be printed, signed, scanned, and then submitted.

Option B: If printing and scanning are not possible, add an electronic signature using the resident Microsoft Office product signature option, which is free to everyone, no installation or purchase needed.

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Cindy M. Walker Page 1

CINDY M. WALKER Office Phone: (412) 396-1360 Cell Phone: (414) 218-2442 E-mail: [email protected] EDUCATION Ph.D. (1998) University of Illinois, Champaign, IL Major: Educational Psychology Area: Statistics and Measurement M.S. (1995) Illinois State University, Normal, IL Major: Mathematics B.S. (1989) Roosevelt University, Chicago, IL Major: Mathematics Minor: Computer Science

LEADERSHIP EXPERIENCE 2016 – 2020 Dean, School of Education, Duquesne University • Established three new advisory groups: (1) Faculty Council; (2) Student Council; and, (3) Alumni Advisory Board • Added 13 new members to my existing Community Advisory Board • Developed a strategic plan with goals and objectives in the following five areas: (1) Justice and Equity; (2) Innovative Academic Excellence; (3) Strategically Increasing Enrollment; (4) Community Engagement; and, (5) Supporting and Elevating Research. • Developed a new Policy and Procedure manual for the School • Initiated a unique, completely online Master’s program in Higher Education • Reduced the number of credits required for students in our undergraduate teacher education program down to 120 • Developed two new certificate programs for teacher education students, one in Equity in Education and another in Trauma-informed Teaching and Learning • Created new study abroad opportunities for our students to Finland, Trinidad, and Rome • Served as a mentor for undergraduate female students that are majoring in the sciences and for a first-generation minority undergraduate student that is majoring in Secondary Social Studies • Increased the diversity of our faculty • Hosted three visiting scholars from abroad • Onboarded three new Department Chairs and three new Associate Deans • Restructured our Student Academic Services office • Hired our first Director of Accreditation and Assessment and first Director of Recruitment and Outreach • Increased collaboration between departments, in both teaching and research. • Increased annual gift-giving by 530% • Developed plans for, and raised funds for, a new Education Innovation Lab Cindy M. Walker Page 2

• Decreased expenses by over $1,000,000 • Restructured and reorganized our School’s website to make it more appealing to prospective students • Developed our social media presence • Implemented an on-line portfolio system for our undergraduate students • Serve as a board member for three local non-profit organizations 2018 – 2021 Vice President, American Educational Research Association (AERA) Division D, Measurement & Research Methodologies • Elected by my peers to represent their views on the Executive Council of AERA • Worked with program chairs to plan our allotted sessions for the annual meeting • Organized my VP sessions for the annual meeting • Provided oversight of 11 different committees • Established Division D’s social media presence • Reorganized Division D’s webpages 2013 – 2016 Board Member, National Council of Measurement in Education • Elected by my peers to represent their views on the Council • Established our social media presence • Served as the point-person for our Assessment Literacy Initiative 2012 – 2016 Associate Dean of Research and Community Engagement School of Education, University of Wisconsin – Milwaukee • Developed policies and procedures to streamline extramural funding processes • Organized professional development for faculty in quantitative and qualitative methods • Spearheaded venues for our doctoral students and faculty to present their research to our community stakeholders • Provided administrative oversight and leadership for all of our research centers, doctoral programs, and graduate students • Served as the liaison between our Graduate School, Business Office, and faculty • Served as the liaison between the University and Milwaukee Public School district • Fostered and strengthened collaborative partnerships between faculty and many local educational venues and foundations • Served as the University’s representative to Milwaukee Public School district 2002 – 2016 Director, Consulting Office for Research and Evaluation School of Education, University of Wisconsin – Milwaukee • Provided administrative oversight for the office which employed six doctoral students • Brought in over 20 million dollars in extramural funding • Provided methodological research support to faculty • Assisted community members with the evaluation of new programs Cindy M. Walker Page 3

• Worked to establish research-practice partnerships with local non-profits and foundations • Conducted statistical and psychometric analyses for faculty, and other community researchers ACADEMIC EXPERIENCE 2000 – 2016 Professor, Associate Professor, Assistant Professor Department of Educational Psychology, University of Wisconsin – Milwaukee Taught courses in Classroom Assessment, Research Design, Psychometric Theory and Practice, Item Response Theory, Introduction to Psychological Measurement, Instrument Development, Categorical Data Analysis, Intermediate Statistics, and Introductory Statistics. Published research in psychometrics, as well as the results of collaborative interdisciplinary projects. Pursued internal and external research funding. 1998 – 2000 Assistant Professor College of Education, University of Washington Taught courses in Classroom Assessment, Item Response Theory, Introductory Statistics, and Program Evaluation. Published research in psychometrics. Pursued internal research funding. 1990 – 1993 Mathematics Instructor Department of Continuing Education, Morton Community College Taught Intermediate Algebra, GED Math, Math for Nurses, and Basic Mathematics for adults enrolled in Adult Basic Education. Worked as a mathematics tutor in the Academic Skills Center.

AWARDS Distinguished Alumni Award, University of Illinois at Urbana – Champaign (2013). Distinguished Service Award, University of Wisconsin – Milwaukee, (2009) TEXTBOOKS Azen R. & Walker, C. M. (2011). Categorical Data Analysis for the Social Sciences. Taylor & Francis, New York, NY. PUBLICATIONS Walker, C. M. & Göçer Şahin, S. (2020). Using differential item functioning to test for differential item functioning in polytomous items, Educational and Psychological Measurement, 1- 13, DOI:10.1177/001316619899731 . Schapira, M. M., Faghri, A., Jacobs, E. A., Fletcher, K. E., Ganschow, P. S., Gil, D. Smallwood, A. J., Walker, C. M, Neuner, J. A. (2019). Communication and Shared Decision Making in the Breast Cancer Treatment Consultation: A Comparative Analysis of English and Spanish Speaking Patients. Medical DecisionMaking Policy & Practice, 1 – 10. DOI: 10.1177/2381468319881651. Cindy M. Walker Page 4

Schapira, M. M., Fletcher, K. E., Ganschow, P. S., Jacobs, E. A., Walker, C. M., Smallwood, A. J., Gil, D., Faghri, A., Kong, A. L., Yen, T., McDunn, S., Marcus, E., Neuner, J. A. (2019). Improving Communication in Breast Cancer Treatment Consultation: Use of a Computer Test of Health Numeracy. Journal of Woman’s Health. DOI: 10.1089/jwh.2018.7347. Göçer Şahin, S., Gelbal, S. & Walker, C. M. (2019). Examining parameter estimation when treating semi-mixed multidimensional constructs as unidimensional. Journal of Applied Measurement, 20(3), 310 - 325. Cançado, L. Reisel, J. R., and Walker, C. M. (2018). Impacts of a Summer Bridge Program in Engineering on Student Retention and Graduation. Journal of STEM Education: Innovations and Research. Cancado, L., Reisel, John R., Walker, C. M. (2018). Impact of first-year mathematics study groups on the retention and graduation of engineering students. International Journal of Mathematical Education in Science and Technology, 49(6) 856-866. DOI: 10.1080/0020739X.2017.1423120. Schapira, M. M., Swartz, S., Ganschow, P. S., Jacobs, E. A., Neuner, J. A., Walker, C. M., Fletcher, K. E. (2017). Tailoring Educational and Behavioral Interventions to Level of Health Literacy: A Systematic Review. Medical Decision Making Policy & Practice (2), 1. DOI: 10.1177/2381468317714474. Hunt, J. C., Sapp, M., Walker, C. M., Warren, A. M., Brasel, K., & deRoon-Cassini, T.A. (2017) Utility of the Injured Trauma Survivor Screen to Predict PTSD and Depression during Hospital Admission. Journal of Trauma and Acute Care Surgery. Walker, C. M. & Göçer Şahin S. (2016). Using a MIRT Framework to Better Understand Differential Item Functioning: A Tale of Three DIF Detection Procedures. Educational and Psychological Measurement. DOI: 10.1177/0013164416657137

Jacobs, E. A., Walker, C. M., Miller, T., Fletcher, K. A., Ganschow, P. S., Imbert, D., O’Connel, M., Neuner, J., Schapira, M. M. (2016). Development and Validation of the Spanish Numeracy Understanding in Medicine Instrument – Short Form. Journal of General Internal Medicine. DOI: 10.1007/s11606-016-3759-2

Banks, K., Jeddeeni, A., & Walker, C. M. (2016). Assessing the effect of language demand in bundles of math word problems. International Journal of Testing. DOI:10.1080/15305058.2015.1113972 Purdy, S., Ning, L., Rice, N., Short, R., Westrum, R., & Walker, C. M. (2015). An overview of RTI implementation in Wisconsin 2011-2013. Wisconsin State Reading Association, 52(2), 26-35. Göçer Şahin S., Walker, C. M., & Gelbal, S. (2015). The Impact of Model Misspecification with Multidimensional Test Data (pp.133-44). In van der Ark, L. A., Bolt, D. M., Chow, S. M., Douglas, J. A., and Wang, W. C. (Eds.), Quantitative Psychology Research: The 79th Annual Meeting of the Psychometric Society, New York, NY: Springer. Cindy M. Walker Page 5

Schapira, M. M., Walker, C. M., Miller, T., Fletcher, K. E., Ganschow, P. S., Jacobs, E. A., Imbert, D., O’Connell, M., Neuner, J. (2014). Development and validation of the Numeracy Understanding in Medicine Instrument (NUMi) Short Form. Journal of Health Communication 19, 240-53.

Schapira, M. M., Walker, C. M., Cappaert, K. J., Ganschow, P. S., Fletcher, K. E., McGinley, E. L., Del Pozo, S., Schauer, C., Tarima, S., Jacobs, E. A. (2012). The Numeracy Understanding in Medicine Instrument (NUMi): A measure of health numeracy. Journal of Medical Decision Making, 32, 851-55.

Walker, C. M., Zhang, B., Banks, K. & Cappaert, K. J. (2012). Establishing effect size guidelines for interpreting the results of differential bundle functioning analyses using SIBTEST. Educational and Psychological Measurement, 72, 415-434. Beretvas, S. N. & Walker, C. M. (2012). Distinguishing differential testlet functioning from differential bundle functioning using the multilevel measurement model. Educational and Psychological Measurement, 72, 182-199.

Schapira, M. M., Jacobs, E. A., Ganschow, P. S., Walker, C. M., Tyler, B. Del Pozo, S., Schauer, C., & Fletcher, K. E. (2011). The meaning of numbers in health: Exploring health numeracy in a Hispanic population. Journal of General Internal Medicine, 26, 705-711.

Walker, C. M. (2011). What's the DIF? Why differential item functioning analyses are an important part of instrument development and validation. Journal of Psychoeducational Assessment, 29, 364-376.

Schmitt, T. A., Sass, D. A., Sullivan, J. R. & Walker, C. M. (2010). A monte-carlo simulation investigating the validity and reliability of ability estimation in item response theory with speeded computer adaptive tests. International Journal of Testing, 10, 1-32.

Schapira, M. M., Walker, C. M. & Sedivy, S. K. (2009). Evaluating existing measures of health numeracy using item response theory. Patient Education and Counseling,75, 308-14. Zhang, B. & Walker, C. M. (2008). Impact of missing data on person model fit and person trait estimation. Applied Psychological Measurement 32, 466-79. Sass, D. A., Schmitt, T. A., & Walker, C. M. (2008). Estimating skewed latent trait distributions within item response theory using fixed and estimated item parameters. Applied Measurement in Education, 21, 61-88. Walker, C. M., Zhang, B. & Surber, J. (2008). Using a multidimensional differential item functioning framework to determine if reading ability affects student performance in mathematics. Applied Measurement in Education, 21, 162-81. Walker, C. M., Azen, R. & Schmitt, T. A. (2006). Statistical versus substantive dimensionality: The effect of distributional differences on dimensionality assessment using DIMTEST. Educational and Psychological Measurement 66, 721-38. Cindy M. Walker Page 6

Walker, C. M., Gosz, J. K. & Huinker, D. (2005). Measuring the effect of the Milwaukee Mathematics Partnership on student achievement. Proceedings of the MSP Evaluation Summit: Evidence-based Findings. Available on-line at hub.mspnet.org/index.cfm/12694 Zhang, B. & Walker, C. M. (2005). A Review of Wide Range Achievement Test – Expanded Edition. In B. S. Plake, J. C. Impara & R. A. Spies (Eds.) Mental Measurements Yearbook. Buros Institute of Mental Measurements: Lincoln, NE. Fouad, N. A. & Walker, C. M. (2005). Understanding cultural influences in career choices: A differential item analysis of the STRONG interest inventory. Journal of Vocational Behavior 66, 104-123. Ackerman, T. A., Gierl, M. J., & Walker, C. M. (2003). An NCME Instructional Module on using multidimensional item response theory to evaluate educational and psychological tests. Educational Measurement: Issues and Practice, 22(3), 37-53. Walker, C. M. & Beretvas S. N. (2003). Comparing multidimensional and unidimensional proficiency classifications: Multidimensional IRT as a diagnostic aid. Journal of Educational Measurement 40, 255-275. Walker, C. M. (2003). A Review of STAR Math. In B. S. Plake, J. C. Impara & R. A. Spies (Eds.) Supplement to the Fourteenth Mental Measurements Yearbook. Buros Institute of Mental Measurements: Lincoln, NE. Walker, C. M. (2003). A Review of the Progressive Achievement Tests in Mathematics In B. S. Plake, J. C. Impara & R. A. Spies (Eds.) Supplement to the Fourteenth Mental Measurements Yearbook. Buros Institute of Mental Measurements: Lincoln, NE. Walker, C. M. (2001). Software Review: A review of DIFPACK. International Journal of Testing, 1, 305-317. Walker, C. M. & Beretvas, S. N. (2001). An empirical investigation demonstrating the multidimensional DIF paradigm: A cognitive explanation for DIF. Journal of Educational Measurement, 38, 147-163. Walker, C. M., Beretvas, S. N. & Ackerman, T. A. (2001). An examination of conditioning variables used in computer adaptive testing for DIF analyses. Applied Measurement in Education (14)1, 3-16. Harnisch, D. L., Kavusssanu, M., Walker, C. M., & Walker, B. (1996). Student Characteristics and Program Quality (pp. 119 - 173). In Robert E. Stake, Lizanne DeStefano, Delwyn L. Harnisch, Kathryn Sloane, & Rita Davis (Eds.), Evaluation of the National Youth Sports Program.

PRESENTATIONS Sahin, S. G. & Walker, C. M. (April, 2016). Using Differential Item Functioning to Test for Inter- Rater Reliability in Educational Testing. Paper presented at the Annual Meeting of the National Council of Measurement in Education, Washington D.C. Cindy M. Walker Page 7

Banks, K. & Walker, C. M. (April 2016). Impact of Differential Bundle Functioning on Test Performance of Focal Examinees. Paper presented at the Annual Meeting of the National Council of Measurement in Education, Washington D.C. Reisel, J. R., Walker, C. M., Cancado, L. (June, 2015). Defining a Successful Undergraduate Research Experience in Engineering. Paper presented at the Annual Meeting of the American Society for Engineering Education, Seattle, WA. Walker, C. M. & Göçer Şahin, S. (April, 2015). Using a MIRT Framework to Better Understand Differential Item Functioning. Paper presented at the Annual Meeting of the National Council of Measurement in Education, Chicago, IL. Zeng, W., Tang, S., & Walker, C. M. (April, 2015). Do the Step Parameters Matters When doing DIF Detection on Dichotomized Responses? Paper presented at the Annual Meeting of the National Council of Measurement in Education, Chicago, IL. Banks, K. B., Walker, C. M., & Jeddeeni, A. (April, 2015). Assessing the Effect of Language Demand in Math Word Problems. Paper presented at the Annual Meeting of the National Council of Measurement in Education, Chicago, IL. Zeng, W., Lin, H., & Walker, C. M. (April, 2015). Designs of Test Batteries with Adaptive Multistage Testing Models. Paper presented at the Annual Meeting of the National Council of Measurement in Education, Chicago, IL. Gocer Sahin S., Walker, C. M., Gelbal, S. (July, 2014). The Impact of Model Misspecification with Multidimensional Test Data. Paper presented at the Annual Meeting of the Psychometric Society, Madison WI. Short, R., Rice, N., Purdy, S., & Walker, C. (2014, May). RtI: What Works in Wisconsin. Paper presented at the International Reading Association 59th Annual Conference. New Orleans, LA. Walker, C. M. (June, 2014). The Relationship between Dimensionality and Differential Item Functioning. Invited keynote address at the Congress of Measurement and Evaluation in Education and Psychology, Ankara Turkey. Ning L. Walker, C. M., & Zhang B. (May, 2014). Realistic IRT item parameter generation for Monte Carlo simulation studies. Paper presented at the Modern Modeling Methods (M3) conference, University of Connecticut. Cappaert, K., Finch, H., & Walker, C. M. (April, 2014). Simultaneous Uniform and Non-Uniform DIF Detection: A MIMIC Model Approach. Paper presented at the Annual Meeting of the National Council for Measurement in Education, Philadelphia, PA. Miller, T., & Walker, C. M. (April, 2014). Measuring Inter-rater Reliability in Performance Assessment Items Using DIF. Poster presented at the Annual Meeting of the National Council for Measurement in Education, Philadelphia, PA. Cindy M. Walker Page 8

Tang S., Zeng, W., Walker, C. M. & Potter, N. (April, 2014). DIF Analysis when Recoding Polytomous Responses as Dichotomous. Poster presented at the Annual Meeting of the National Council for Measurement in Education, Philadelphia, PA. Wen, Y., & Walker, C. M. (April, 2014). DIF Analysis in Multilevel Data. Paper presented at the Annual Meeting of the National Council for Measurement in Education, Philadelphia, PA. Short, R., Rice, N., Walker, C., Purdy, S., & Westrum, R. (2014, February). RtI: What Works in Wisconsin. Paper presented at Wisconsin State Reading Association 2014 Convention, Milwaukee, WI. Schapira, M. Okamoto, M., Hokkaido, O., Kyuotuko, Y. Sugimoto, Y., Dan, I., Miller, T., Walker, C. M. (January, 2014). Translation and Application of the Numeracy Understanding in Medicine Instrument in Japan. Paper presented at the Inaugural Meeting of the Asia-Pacific Society of Medical Decision Making, Singapore. Okamoto, M., Kyutoku, Y., Walker, C. M., Miller, T., Sugimoto, Y., Clowney, L., Dan, I., Schapira, M. (October, 2013). Translation and Application of the Numeracy Understanding in Medicine Instrument in Japan. Poster presented at the Annual Meeting of the Society of Medical Decision Making, Baltimore, MD. Schapira, M., Walker, C. M., Ganschow, P., Jacobs, E., Fletcher, K. Neuner, J., Miller, T., Imbert, D. (October, 2013). Development of a Computer Adaptive Test of Health Numeracy: The CAT Numeracy Understanding in Medicine Instrument (CAT-NUMi). Paper presented at the Annual Meeting of the Society of Medical Decision Making, Baltimore, MD. Wen, Y., & Walker, C. M. (July, 2013). (DIF): A Detection of measurement invariance combined approach of multilevel IRT models and multilevel mixture factor models. Paper presentation at Annual Meeting of the Psychometric Society, Arnhem, Netherlands. Cappaert, K. J., Walker, C. M., & Zhang, B. (April, 2013). Partial cancellation in differential bundle functioning: Influences on the detection rate, ability estimates, and the standard error of the beta statistics. Poster presented at the Annual Meeting of the National Council of Measurement in Education, New Orleans, LA. Walker, C. M., Zhang, B., Banks, K., & Cappaert, K. J. (April, 2011). A New Perspective on Effect Size Guidelines for SIBTEST. Paper presented at the Annual Meeting of the National Council of Measurement in Education, New Orleans, LA. Walker, C. M. (March, 2011). Life after Graduate School: The Tale of One Alumnus. Invited presentation to the QUERIES Division of the Department of Educational Psychology at University of Illinois at Urbana-Champaign. Walker, C. M. & Zhang B. (July, 2010). Establishing Effect Size Guidelines for Interpreting the Results of Differential Bundle Functioning Analyses Using SIBTEST. Paper presented at the 7th Conference of the International Test Commission, Shaltin, Hong Kong. Schapira M. M., Walker C. M., Fletcher K.E., Ganchow P., Jacobs E., Del Pozo S., & Schauer C. (May, 2010). The Numeracy Understanding in Medicine Instrument (NUMi): A New Cindy M. Walker Page 9

Measure of Health Numeracy Developed Using Item Response Theory. Paper presented at the Annual Meeting of the European Society of Medical Decision Making, Innsbruck, Austria. Beretvas, S. N. & Walker, C. M. (April, 2010). Extending the Multilevel Measurement Model for Differential Testlet Functioning Identification: A Demonstration and Evaluation. Paper presented at the Annual Meeting of the National Council of Measurement in Education, Denver, CO. Traxel, N. M. & Walker, C. M. (2009, April). The Impact of Predictors and Various Hierarchical Linear Models on School Effectiveness. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA. Walker, C. M. & Huinker D. (2009, January). Using HLM Growth Curve Analysis to Determine the Impact of the MMP on Increasing Student Achievement in Mathematics. Paper presented at the 2009 Annual NSF MSP Learning Network Conference, Washington D.C.

Walker, C. M. (April, 2008). A Didactic Explanation of Using HLM-based Value Added Accountability Systems to Evaluate Large Scale Educational Reform Initiatives. Paper presented at the Annual Meeting of the American Educational Research Association, New York City, NY. Walker, C. M. (April, 2008). An Analytic Dif Framework Based On Differences In Cultural Capital Designed To Help Illuminate Why the Achievement Gap Persists. Paper presented at the Annual Meeting of the National Council of Measurement in Education, New York City, NY. Banks, K. & Walker, C. M. (April 2008). Establishing Effect Size Guidelines for Interpreting Bundles in SIBTEST. Paper presented at the Annual Meeting of the National Council of Measurement in Education, New York City, NY. Walker, C. M. (2008, February). Findings from the NSF - Mathematics Project. Presented at the Milwaukee Public School District’s Research Briefs Series, sponsored by the MPS Division of Research and Assessment, Milwaukee, WI. Walker, C. M. & Traxel, N. M. (January, 2008). Using Hierarchical Linear Modeling to Determine the Impact of the Milwaukee Mathematics Partnership on Increasing Student Achievement. Paper presented at the 2008 MSP Learning Network Conference, Washington D.C. Hanssen, C. E. & Walker, C. M. (January, 2008). Evaluating Comprehensive MSPs: Using Multiple Approaches Helps Strengthen Evaluative Conclusions. Paper presented at the 2008 MSP Learning Network Conference, Washington D.C. Hanssen, C. & Walker, C. M. (2008, January). Informational Report on the Impact of the Milwaukee Mathematics Partnership on the Milwaukee Public Schools, the University of Wisconsin – Milwaukee, and the Milwaukee Area Technical College. Presented to the Milwaukee Board of School Directors, Milwaukee, WI. Cindy M. Walker Page 10

Sass, D. A. & Walker C. M. (2007, April). An Evaluation of Type I error and power rates for NOHARM’s factor loadings using multidimensional item response theory data. Poster presented at the Annual Meeting of the National Council of Measurement in Education, Chicago, IL. Walker, C. M., Schmitt, T. A. & Miller, T. B. (2006, October). How Valid are Self-report Data Obtained from School District Personnel. Paper presented at the MSP Evaluation Summit II, Minneapolis, MN. Huinker, D., Sass, D. A., & Walker, C. M. (2006, October). Measuring Mathematical Knowledge for Teaching: Measurement and Modeling Issues in Constructing and Using Teacher Assessments. Paper presented at the MSP Evaluation Summit II, Minneapolis, MN. Sass, D. A., Walker, C. M., & Schmitt, T. A. (2006, August). Estimating Skewed Latent Traits within Item Response Theory. Poster presented at the Annual Meeting of the American Psychological Association, New Orleans, LA. Schmitt, T. A., Walker, C. M. & Sass, D. A. (2006, August). The Effects of Test Speededness on Computer Adaptive Test Ability Estimation. Poster presented at the Annual Meeting of the American Psychological Association, New Orleans, LA. Banks, K. & Walker, C. M. (2006, April). Performance of SIBTEST when Focal Group Examinees have Missing Data. Paper presented at the Annual Meeting of the National Council of Measurement in Education, San Francisco, CA. Sass, D. A. & Walker, C. M. (2006, April). Item Parameters Influence of Multidimensionality Detection using DIMTEST. Poster presented at the Annual Meeting of the National Council of Measurement in Education, San Francisco, CA. Walker, C. M., Gosz, J. K. & Huinker, D. (2005, October). Measuring the effect of the Milwaukee Mathematics Partnership on student achievement. Proceedings of the MSP Evaluation Summit: Evidence-based Findings, Minneapolis, MN. Available on-line at hub.mspnet.org/index.cfm/12694 Walker, C. M. (2005, June). Utilizing Quality Assessments and Data to Drive Instruction and Planning for Culturally Diverse Learners. Presentation at the Closing the Achievement Gap Summer Institute, Milwaukee, WI. Walker, C. M. (2005, May). The Many Models of Item Response Theory. Invited presentation to the Chicago Chapter of the American Statistical Association, Chicago, IL. Walker, C. M., Gierl, M. J., Sass, D. A., & Ricker, K. (2005, April). Assessing Differential Item Functioning Using Multiple Groups: A Power and Type I Error Analysis Using TESTGRAF. Paper presented at the Annual Meeting of the National Council of Measurement in Education, Montreal, Quebec. Cindy M. Walker Page 11

Walker, C. M., Zhang, B. & Surber, J. (2005, April). Exploring the Effect of Reading on Mathematics Achievement Tests. Paper presented at the Annual Meeting of the National Council of Measurement in Education, Montreal, Quebec. Schmitt, T. A., Walker, C. M., & Sass, D. A. (2004, April). The Impact of Speededness on Ability Estimation Within a Computer Adaptive Testing Situation. Poster presented at the Annual Meeting of the National Council of Measurement in Education, Montreal, Quebec. Zhang, B., Walker, C. M., & Surber, J. (2005, April). Exploring the Effect of Reading on Mathematics Achievement. Paper presented at the Annual Meeting of the National Council of Measurement in Education, Montreal, Quebec. Schmitt, T. A., Walker, C. M., & Sass, D. A. (2004, September). The Impact of Speededness on Ability Estimation Within a Computer Adaptive Testing Situation. Paper presented to the American Association of Medical Colleges Kepner, H. S., Freckmann, J., & Walker, C. M. (2004, May). Using Your WKCE and Other “High Stakes” Data: Summarizing, Interpreting, Decision Making, and Communicating - Next Steps. Paper presented at the Annual Meeting of the Wisconsin Mathematics Council. Sass, D. A., Schmitt, T. A., & Walker, C. M. (2004, April). An evaluation of BILOG-MG with skewed theta distributions using various estimation procedures: A simulation study. Poster presented at the Annual Meeting of the National Council on Measurement in Education, San Diego, California. Walker, C. M., Azen R., & Schmitt, T. A. (2004, April). Statistical versus Substantive Dimensionality: The Effect of Distributional Differences on Dimensionality Assessment Using DIMTEST. Paper presented at the Annual Meeting of the National Council of Measurement in Education, San Diego, CA. Ackerman, T. A., Walker, C. M., Gierl, M. J. & Heafner, T. L. (2004, April). Using the Fusion Model to Develop a High Stakes Science Assessment. Paper presented at the annual meeting of the National Council of Measurement in Education, San Diego, CA Walker, C. M. (2004, February). Using DIMTEST to Assess Dimensionality on Educational and Psychological Tests: Prospects and Pitfalls. Invited presentation to the College of Education at the University of Alberta, Edmonton Canada. Kepner, H., Kranendonk, H., Freckmann, J. & Walker, C. M. (2003, May). Using Your WKCE and Other “High Stakes” Data: Summarizing, Interpreting, Decision-Making, and Communicating. Paper presented at the annual meeting of the Wisconsin Mathematics Council. Walker, C. M., Gierl, M. J., & Ackerman, T. A, Hesketh, K., Gosz, J. K. (2003, April). The Effect of Model Misspecification in MIRT. Paper presented at the annual meeting of the National Council of Measurement in Education, Chicago, IL. Cindy M. Walker Page 12

Banks, K. & Walker C. M. (2003, March). Using Differential Item Functioning to Assess Bias in Standardized Tests. Paper presented at the 13th annual School of Education Research Conference, Milwaukee, WI. Sass, D. A., Walker, C. M.., Davies, W. H. Noll, R. B., & Vannatta, K. (2003). An evaluation of the family environment scale’s psychometric properties. Paper presented at the 13th annual School of Education Research Conference, Milwaukee, WI. Walker, C. M., Kattman, R., & Banks, K. (2003, February). Creating a Data-Driven Accountability System. Paper presented at the Lakeshore Leadership Conference, Brookfield, WI. Skoweran, E., Schmitt, T. A., & Walker, C. M. (2002, August). Differentiation of self predicts physiological reactivity and quality of attachment. Paper presented at the annual meeting of the American Psychological Association, Chicago, IL. Gosz, J. K. &Walker, C. M. (2002, April). An Empirical Comparison of Multidimensional Item Response Data Using TESTFACT and NOHARM. Paper presented at the annual meeting of the National Council of Measurement in Education, New Orleans, LA. Walker, C. M. (2001, December). High Stakes Testing: Friend or Foe? Invited presentation for the Educational Issues Series for School Administrators at the University of Wisconsin, Parkside, WI. Walker, C. M. (2001, March). Exploring the Constructs Underlying Modern Large-scale Mathematics Tests. Paper presented at the 12th annual School of Education Research Conference, Milwaukee WI. Walker, C. M. (2000, December). Investigating the Dimensionality of the Washington Assessment of Student Learning. Invited presentation to the Washington Educational Research Association, Seattle, WA. Walker, C. M. & Beretvas, S. N. (2000, April). Using Multidimensional versus Unidimensional Ability Estimates to Determine Student Proficiency in Mathematics. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA. Beretvas S. N. & Walker, C. M. (2000, April). Proficiency Level Classifications Compared using Rasch versus non-Rasch Models. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA. Walker, C. M. (1999, April). The Effect of Different Pedagogical Approaches on Mathematics Students’ Achievement. Paper presented as the Annual Meeting of the American Educational Research Association, Montreal, Canada. Walker, C. M., Beretvas, S. N. & Ackerman, T. A. (1999, April). An Examination of Conditioning Variables in DIF Analyses in a Computer Adaptive Testing Situation. Paper presented at the Annual Meeting of the National Council of Measurement in Education, Montreal, Canada. Cindy M. Walker Page 13

Walker, C. M. & Jones, L.E. (1997, May). Cognitive Differences Between Novice and Expert Understanding of Statistical Concepts. Paper presented at the Annual Meeting of the Midwestern Psychological Association, Chicago, IL. Anderson, C. J. & Walker, C. M. (1997, March). Log Multiplicative Association Models for Exploratory Analysis of Multivariate Polytomous Item Response Data. Paper presented at the Annual Meeting of the National Council of Measurement in Education, Chicago, IL. Harnisch. D. L., Tamassia C., & Walker, C. M. (1995). Assessment Update: Word Problem Classifications and Strategies. Paper presented at the Graham Elementary School Workshop, September 1995, Springfield, Illinois.

TECHNICAL REPORTS Walker, C., Rice, N., Purdy, S., Newell, M., & Westrum, R. (2015). An Exploration of the Impact of the Wisconsin Specific Learning Disability Rule on Placement Rates, Executive Summary. Technical report prepared for the Wisconsin Department of Public Instruction, Milwaukee, WI. Walker, C., Short, R., Rice, N., Purdy, S., Ning, L., & Westrum, R. (2013). An Exploration of the Impact of the Wisconsin Specific Learning Disability Rule on Placement Rates and Implementation Fidelity, Year 2. Technical report prepared for the Wisconsin Department of Public Instruction, Milwaukee, WI. Walker, C., Short, R., Rice, N., Purdy, S., Ning, L., & Westrum, R. (2012). An Exploration of the Impact of the Wisconsin Specific Learning Disability Rule on Placement Rates and Implementation Fidelity, Year 1. Technical report prepared for the Wisconsin Department of Public Instruction, Milwaukee, WI. Hanssen, C. E. & Walker, C. M. (2011). Milwaukee Mathematics Partnership: Final Evaluation Report for NSF grant # EHR-0314898. Technical report prepared for the National Science Foundation, Arlington, VA. Turner, A. M. & Walker, C. M. (2011). Better Family Life Teen Pregnancy Prevention Evaluation Report 2010-2011, Year 1. Technical report prepared for Better Family Life, St. Louis, MO. Turner, A. M. & Walker, C. M. (2011). Mission West Virginia Teen Pregnancy Prevention Evaluation Report 2010-2011, Year 1. Technical report prepared for Mission West Virginia, Huntington WV. Turner, A. M. & Walker, C. M. (2011). OIC of America Teen Pregnancy Prevention Evaluation Report 2010-2011, Year 1. Technical report prepared for OIC of America, Philadelphia, PA. Turner, A. M. & Walker, C. M. (2011). Trinity Church Teen Pregnancy Prevention Evaluation Report 2010-2011, Year 1. Technical report prepared for Trinity Church, Miami, FL. Cindy M. Walker Page 14

Turner, A. M. & Walker, C. M. (2011). Better Family Life Adult and Teen Healthy Marriage Initiative Evaluation Report 2010-2011, Year 5. Technical report prepared for Better Family Life, St. Louis, MO. Turner, A. M. & Walker, C. M. (2011). OIC of America Teen Healthy Relationships Evaluation Report (Keys Youth Survey) 2010-2011, Year 5. Technical report prepared for OIC of America, Philadelphia, PA. Turner, A. M. & Walker, C. M. (2011). Trinity Church Teen Healthy Relationships Evaluation Report 2010-2011, Year 5. Technical report prepared for Trinity Church, Miami, FL. Turner, A. M. & Walker, C. M. (2011). Rosalie Manor Responsible Fatherhood Grant Evaluation Report 2010-2011, Year 5. Technical report prepared for Rosalie Manor, Milwaukee WI. Hanssen, C. E. & Walker, C. M. (2010). Milwaukee Mathematics Partnership: Year Seven Evaluation Report for NSF grant # EHR-0314898. Technical report prepared for the National Science Foundation, Arlington, VA. Turner, A. M. & Walker, C. M. (2010). AIDS Resource Center of Wisconsin CBAE Grant Evaluation Report for 2009-2010, Year 2. Technical report prepared for ARCW, Milwaukee WI. Turner, A. M. & Walker, C. M. (2010). Better Family Life CBAE Evaluation Report for 20092010, Year 2. Technical report prepared for Better Family Life, St. Louis, MO. Turner, A. M. & Walker, C. M. (2010). Morning Star Baptist Church CBAE Evaluation Report for 2009-2010, Year 3. Technical report preparted for Morning Star Baptist Church, Baltimore, MD. Turner, A. M. & Walker, C. M. (2010). OIC of New Britain CBAE Evaluation Report for 20092010, Year 4. Technical report prepared for OIC of New Britain, New Britain, CT. Turner, A. M. and Walker, C. M. (2010). THINK Mission West Virginia CBAE Evaluation Report for 2009-2010, Year 3. Technical report preparted for Mission West Virginia, Huntington, WV. Turner, A. M. and Walker, C. M. (2010). Better Family Life Adult and Teen Healthy Marriage Initiative Evaluation Report 2009-2010, Year 4. Technical report prepared for Better Family Life, St. Louis, MO. Turner, A. M. and Walker, C. M. (2010). OIC of America Teen Healthy Relationships Evaluation Report (Keys Youth Survey) 2009-2010, Year 4. Techincal report prepared for OIC of America, Philadelphia, PA. Turner, A. M. and Walker, C. M. (2010). Trinity Church Teen Healthy Relationships Evaluation Report 2009-2010, Year 4. Technical report prepared for Trinity Church, Miami, FL. Turner, A. M. and Walker, C. M. (2010). Rosalie Manor Responsible Fatherhood Grant Evaluation Report 2009-2010, Year 4. Technical report prepared for Rosalie Manor, Milwaukee, WI. Cindy M. Walker Page 15

Hanssen, C. E. & Walker, C. M. (2009). Milwaukee Mathematics Partnership: Year Six Evaluation Report for NSF grant # EHR-0314898. Technical report prepared for the National Science Foundation, Arlington, VA. Turner, A. M. and Walker, C. M. (2009). AIDS Resource Center of Wisconsin CBAE Grant Evaluation Report, Year 1. Technical report prepared for ARCW, Milwaukee WI. M. and Walker, C. M. (2009). Better Family Life CBAE Evaluation Report for 20082009, Year 1. Technical report report prepared for Better Family Life, St. Louis, MO. Turner, A. M. and Walker, C. M. (2009). Morning Star Baptist Church CBAE Evaluation Report 2008-2009, Year 2. Technical report prepared for Morning Star Baptist Church, Baltimore, MD. Turner, A. M. and Walker, C. M. (2009). OIC of New Britain CBAE Evaluation Report 20082009, Year 3. Technical report prepared for OIC of New Britain, New Britain, CT. Turner, A. M. and Walker, C. M. (2009). Rosalie Manor CBAE Evaluation Report 2008-2009, Year 2. Technical report prepared for Rosalie Manor, Milwaukee, WI. Turner, A. M. and Walker, C. M. (2009). THINK Mission West Virginia CBAE Evaluation Report 2008-2009, Year 2. Technical report prepared for Mission West Virginia, Huntington, WV. Turner, A. M. and Walker, C. M. (2009). Better Family Life Adult Healthy Marriage Initiative Evaluation Report, Year 3. Technical report report prepared for Better Family Life, St. Louis, MO. Turner, A. M. and Walker, C. M. (2009). Better Family Life Teen Healthy Relationships Evaluation Report, Year 3. Technical report report prepared for Better Family Life, St. Louis, MO. Turner, A. M. and Walker, C. M. (2009). OIC of America Teen Healthy Relationships Evaluation Report (Keys Youth Survey), Year 3. Techincal report prepared for OIC of America, Philadelphia, PA. Turner, A. M. and Walker, C. M. (2009). Trinity Church Teen Healthy Relationships Evaluation Report, Year 3. Technical report prepared for Trinity Church, Miami, FL. Turner, A. M. and Walker, C. M. (2009). Rosalie Manor Responsible Fatherhood Grant Evaluation Report 2008-2009, Year 3. Technical report prepared for Rosalie Manor, Milwaukee, WI. Hanssen, C. E. & Walker, C. M. (2008). The Milwaukee Mathematics Partnership: Year Five Evaluation Report for NSF grant # EHR-0314898. Technical report prepared for the National Science Foundation, Arlington, VA. Turner, A. M., Cleary, T. and Walker, C. M. (2008). AIDS Resource Center of Wisconsin CBAE Grant Evaluation Report, Year 3. Technical report prepared for ARCW, Milwaukee WI Turner, A. M., Cleary, T. and Walker, C. M. (2008). Better Family Life CBAE Grant Evaluation Report, Year 3. Technical report report prepared for Better Family Life, St. Louis, MO. Cindy M. Walker Page 16

Turner, A. M., Cleary, T. and Walker, C. M. (2008). Morning Star Baptist Church CBAE Grant Evaluation Report, Year 1. Technical report prepared for Morning Star Baptist Church, Baltimore, MD. Turner, A. M., Cleary, T. and Walker, C. M. (2008). OIC of New Britain CBAE Grant Evaluation Report, Year 2. Technical report prepared for OIC of New Britain, New Britain, CT. Turner, A. M., Cleary, T. and Walker, C. M. (2008). Rosalie Manor CBAE FUPTP Grant Evaluation Report, Year 1. Technical report prepared for Rosalie Manor, Milwaukee, WI. M., Cleary, T. and Walker, C. M. (2008). Rosalie Manor Responsible Fatherhood Grant Evaluation Report, Year 2. Technical report prepared for Rosalie Manor, Milwaukee, WI. Turner, A. M., Cleary, T. and Walker, C. M. (2008). Better Family Life Keys to Healthy Relationships Evaluation Report, Within Our Reach/ PREP Evaluation Report, Within My Reach Evaluation Report, Year 2. Technical report report prepared for Better Family Life, St. Louis, MO. Turner, A. M., Cleary, T. and Walker, C. M. (2008). OIC of America Teen Healthy Relationships Evaluation Report, Year 2. Techincal report prepared for OIC of America, Philadelphia, PA. Turner, A. M., Cleary, T. and Walker, C. M. (2008). Trinity Church Teen Healthy Relationships Evaluation Report, Year 2. Technical report prepared for Trinity Church, Miami, FL. Hanssen, C. E. & Walker, C. M. (2007). The Milwaukee Mathematics Partnership: Year Four Evaluation Report for NSF grant # EHR-0314898. Technical report prepared for the National Science Foundation, Arlington, VA. Hanssen, C. E. & Walker, C. M. (2006). The Milwaukee Mathematics Partnership: Year Three Evaluation Report for NSF grant # EHR-0314898. Technical report prepared for the National Science Foundation, Arlington, VA. Walker, C. M. & Gosz, J. (2005). The Impact of the Milwaukee Mathematics Partnership on Student Achievement: Year Two Evaluation Report for NSF grant # EHR-0314898. Technical report prepared for the National Science Foundation, Arlington, VA. Walker, C. M. & Gosz, J. (2004). Milwaukee Mathematics Partnership: Sharing in Leadership for Student Success: First Year Evaluation Report for NSF grant # EHR-0314898. Technical report prepared for the National Science Foundation, Arlington, VA. Molnar, A., Zahorik, J, Hoffman, L. M., Gobel, C, Walker, C. M., & Gosz, J. (2001). Evaluation of the Wisconsin Charter School Program. Technical report prepared for the Center for Educational Research, Analysis, and Innovation, School of Education, Milwaukee, Wisconsin. Molnar, A., Hoffman, L. M., & Walker, C. M. (2001). Rates of Special Education Referral and Placement in SAGE and SAGE Comparison Schools in Milwaukee, Wisconsin, 1996-97 through 1999-00. Technical report prepared for the Center for Educational Research, Analysis, and Innovation, School of Education, Milwaukee, Wisconsin. Cindy M. Walker Page 17

Jones, D. C., Vigfusdottir, T., Butner, L., Wallace, L. & Walker, C. M. (1999). Adventures in Math at Asa Mercer Middle School. Technical report examining the effects of same-sex mathematics classrooms prepared for Asa Mercer Middle School. Walker, C. M. (1998). An Evaluation of the University of Illinois Department of Veterinary Medicine (UICVM) Curriculum. Technical report prepared for UICVM. Rounds, J., Walker, C. M., Day, S. X., Hubert, L. (1998). Interest Profiler: Reliability, Validity, and Self-Scoring. Technical Report prepared for U.S. Department of Labor. Anderson, C. J. & Walker, C. M. (1997). Ordering Techniques for Exploratory Analysis of Multivariate Polytomous Item Response Data. Unpublished manuscript.

GRANTS & CONTRACTS Reisel, J. R. & Walker, C. M. (2013). Research Initiation Grant: Defining Success for Undergraduate Research Experiences by Non-Elite Engineering Students. Funded by the National Science Foundation ($149,995). Walker, C. M. (2013). An exploration of the impact of the Wisconsin specific learning disability rule on placement rates and implementation fidelity: Phase II. Funded by the WI Department of Public Instruction: Phase II ($546,017). Walker, C. M. (2013). Wisconsin State Personnel Development Grant Evaluation. Funded by the US Department of Education ($571,135). Schapira, M. & Walker, C. M. (2011). Developing a Bilingual Measure of Health Numeracy for Use in Cancer Care. Funded by the American Cancer Society (Total Award: $1,373,000; Sub-award to UWM: $202,484). Walker C. M. & Rice N. E. (2011). An exploration of the impact of the Wisconsin specific learning disability rule on placement rates and implementation fidelity. Funded by the WI Department of Public Instruction ($470,742), Trafi-Prats, L. & Walker, C. M. (2010). ALMA (Advancing Reading and Mathematics through the Arts) Project. Funded by the US Department of Education ($193,185). Mcleod, K., Huinker, D. & Walker, C. M. (2009). Milwaukee Mathematics Partnership Phase II: Sharing in Leadership for Student Success. Funded by the National Science Foundation ($1,989,483). Walker, C. M. (2009). Evaluation of Community-Based Abstinence and Healthy Marriage Programs: Year II. Funded by the Center for Self-Sufficiency ($81,552). Reisel, J. R., Hanson, G. W., Hosseini, S. H., Munson, E. V. & Walker, C. M. (2008). FORTE: Fostering Opportunities for Tomorrow’s Engineers. Funded by the National Science Foundation ($1,574,483). Walker, C. M. (2008). Evaluation of Community-Based Abstinence and Healthy Marriage Programs. Funded by the Center for Self-Sufficiency ($71,512). Cindy M. Walker Page 18

Walker, C. M. & Azen R. A. (2008). Helping Undergraduate Researchers to Solve Complex Problems in Education. Funded by the UWM Undergraduate Research Initiative ($32,728). Schapira, M. & Walker, C. M. (2007). The Development of a Health Numeracy Measure. Funded by the National Institutes for Health (Total Award: $1,525,879; Sub-award to UWM: $290,140) Huinker, D. & Walker, C. M. (2003). The Milwaukee Mathematics Partnership: Ensuring Success for ALL students. Funded by the National Science Foundation. ($11,936,359). Schmitt, T. A. & Walker, C. M. (2004). An Investigation of Examinee Response Patterns Resulting from Speededness within a Computer Adaptive Testing Environment. Funded by the National Board of Medical Examiners ($15,000). Walker, C. M. (1999). Certification and Skills Assessment at Microsoft Corporation: Finding Solutions to Measurement Issues. Funded by Microsoft Corporation ($39,390). Walker, C. M. (1999). Using Differential Item Functioning as a Step in Construct Validation. Funded by the University of Washington, Royalty Research Fund ($32,716).

DOCTORAL ADVISEES Kathleen Banks (graduated in 2004) Thomas Schmitt (graduated in 2007) Dan Sass (graduated in 2007) Nicole Traxel (graduated in 2008) Kevin Cappaert (graduated 2014) Yao Wen (graduated 2014) Tamara Miller (graduated in 2015) Wen Zeng (graduated in 2016)

PROFESSIONAL ORGANIZATIONS • National Council of Measurement in Education • American Educational Research Association - Division D • Psychometric Society SERVICE University

Committee Member: New Budget Model for UWM Campus Working Group (2011 – 2014) Committee Member: Graduate School Reorganization Working Group (2012) Chair: Search and Screen Committee (2012) Dean of the School of Information Studies, UWM Cindy M. Walker Page 19

Committee Member: University Committee (2011 - 2012) Committee Member: Research Policy Committee (2011-2013) Chair: Educational Statistics and Measurement (2011 - 2012) Chair: University Committee and Faculty Senate (2008 – 2010) Member: Search and Screen Committee (2008) Dean of the Lubar School of Business, UWM Member: Search and Screen Committee (2007/08) Dean of the School of Continuing Education, UWM Chair: Transportation Subcommittee of the Physical Environment Committee (2007 – 2009) Chair: Academic Policy Committee (2007 – 2008) Committee Member: University Committee (2007 – 2008) Committee Member: Physical Environment Committee (2007 – 2008) Committee Member: Academic Planning and Budget Committee (2007 – 2010) Chair: Personnel Committee, Department of Educational Psychology, (2006 – 2007) Chair: Senate Subcommittee for the Evaluation of Administrators [SSEA] (2006 – 2008) Reviewer for UWM SOE Outstanding Dissertation Award (2006) Committee Member: Subcommittee of the UEDC to Study Research Methodological Requirements of Doctoral Students (2006) Faculty Senator for the Division of the Professions (2005 – 2008) Committee Member: Academic Policy Committee (2005 – 2007) Committee Member: Personnel Committee, Department of Educational Psychology, (2004 – 2006) Committee Member: Teachers for a New Era, Pupil Learning Design Team (2004 – 2006) Committee Member: Urban Education Doctoral Committee [UEDC] (2003 - 2006) Committee Member: Open House Committee (2003) Faculty Advisor, Office of Charter Schools (Spring 2002 - 2013) Internal Reviewer for the Institutional Review Board (Fall 2002 - 2008) Reviewer for UWM SOE Outstanding Dissertation Award (2002) Member: Search and Screen Committee School of Education, Dean of Research and Technology (2002/03) Chair: Search and Screen Committee (2002/03) Department of Educational Psychology, Research and Evaluation Area Cindy M. Walker Page 20

Chair: Search and Screen Committee (2001/02) Department of Educational Psychology, Research and Evaluation Area Member: Search and Screen Committee (2001/02) Department of Curriculum and Instruction, Mathematics Education Area Member: Search and Screen Committee (2000/01) Department of Educational Psychology, Research and Evaluation Area Regional Committee Member: Milwaukee Area Technical College – Institutional Review Board (2011 – 2012) Committee Member: Greater Milwaukee Foundation: Milwaukee Succeeds – Data Team (2011 – 2012) Expert Witness in United States District Court – Eastern District of Wisconsin. Case No. 01-C-928: Jamie S., on behalf of the class (Plaintiffs) vs. Milwaukee Public Schools et. al., (Defendants) Committee member: Milwaukee Public School District Technical Advisory Committee (2007-09) Member of Milwaukee Teacher Education Center Evaluation Committee (2000 - 2005) Member of the Milwaukee Partnership Academy Taskforce for Priority Four - Assessing, Monitoring, and Developing Strategies to Improve Student Learning (2001 - 2002) National/International APA Accreditation Site Visit Team: University of Massachusetts, Amherst (2019) APA Accreditation Site Visit Team: Florida State University (2018) APA Accreditation Site Visit Team: UCLA (2018) APA Accreditation Site Visit Team: University of South Florida (2017) APA Accreditation Site Visit Team: Chestnut Hill College (October, 2014) APA Accreditation Site Visit Team: University of Delaware (2014) APA Accreditation Site Visit Team Member: Teacher’s College (November, 2013) APA Accreditation Site Visit Team Member: University of Denver (February, 2013) APA Accreditation Site Visit Team Member: New Mexico State University (May, 2012) External Reviewer: Centre of Excellence Proposal for the Development of an Assessment Research Centre at Hong Kong Institute of Education (2012) APA Accreditation Site Visit Team Member: Georgia State University (December, 2011) Panel Member: NSF Innovative Technology Experiences for Teachers and Students (ITEST) Grant (July, 2011) Cindy M. Walker Page 21

Manuscript Reviewer for Applied Psychological Measurement (November 2007) AERA-D Contributions to Educational Measurement and Research Methodology Committee Member (2007 – 2010) Manuscript Reviewer for Journal of Educational Measurement (May 2007 and October, 2007) Proposal Reviewer: NCME Research Proposals (October, 2007) Proposal Reviewer: AERA-D Research Proposals (September, 2007) Proposal Reviewer: AERA-H Research Proposals (September, 2007) Textbook Review of Using Statistics to Make Educational Decisions for Sage Publishing (March, 2007). Textbook Review of Evidence-Based Assessment: A Guide for Teachers for Sage Publishing (February, 2007). Proposal Reviewer: NCME Research Proposals (October, 2006) National Council for Measurement in Education (NCME) Standards & Test Use Committee Member (2006 – 2009) External Dissertation Reviewer for the University of Alberta, Department of Educational Psychology, Center for Research, Assessment and Measurement (2005) Faculty Member of the National Council for Measurement in Education (NCME) Graduate Student Issues (2004 – 2007) Proposal Reviewer: NCME Research Proposals (September, 2005) Discussant: Medical College Admissions Test Graduate Student Research Program, funded by the Association of American Medical Colleges [AAMC] (2005) Manuscript Reviewer for Journal of Educational Measurement (November 2005, May 2005, and October, 2005) Manuscript Reviewer for Applied Psychological Measurement (July 2005) Manuscript Reviewer for Journal for Research in Mathematics Education (January 2005) Proposal Reviewer: NCME Annual Research Conference (October, 2005) Manuscript Reviewer for Journal of Educational Measurement (2004/05) Proposal Reviewer: NCME Graduate Student Poster Session Proposals (October, 2004) Proposal Reviewer: NCME Research Proposals (September, 2004) Moderator: NCME Session A4 - Item Response Theory: Parameter Estimation (April, 2004) Discussant and Chair: AERA Division D Session 41.037 – Research on Calibration and Estimation (April, 2003) Discussant: AERA Division D Session 64.027 - Modeling Complex School Effects (April Cindy M. Walker Page 22

2003) Manuscript Reviewer: Educational Assessment (Summer, 2003) Proposal Reviewer: NCME Annual Research Conference (September, 2003) Proposal Reviewer: NCME Annual Research Conference (October, 2003) Proposal Reviewer: AERA Division D Annual Research Conference (Aug/Sept, 2002) Proposal Reviewer: NSF Interagency Research Initiative Grant Proposals (July, 2002) Discussant: AERA Division D Session 52.45 - Applications of Generalizability Theory (April 2002) Proposal Reviewer: NCME Annual Research Conference (Sept/Oct, 2001) Manuscript Reviewer for Journal of Educational Measurement (2001/02) Proposal Reviewer: NSF Interagency Research Initiative Grant Proposals (July, 2001) Proposal Reviewer: AERA Division D Research Proposals (Aug/Sept, 2001) Textbook Review of Better Teaching through Better Assessment for McGraw Hill (October, 2001) Textbook Review of Classroom Assessment Practices for Allyn & Bacon (November, 2000) Part of expert panel commissioned by the Washington State Office of the Superintendent of Public Instruction to consult on Study of the Fourth Grade Mathematics Assessment (August, 2000)