Robert B. Sklaroff, M.D., F.A.C.P. Medical Oncology/Hematology ® Telephone: [215] 333-4900 & Facsimile: [215] 333-2023 1219 Fairacres Road Rydal, Pennsylvania 19046-2911 © rsklaroff@gmail.com © 9/16/2016 To: Dr. Amy F. Sichel, Superintendent, Abington School District Dr. James Melchor, Assistant Director of Curriculum, Abington School District {Abington School Board Members ~ Please Distribute) Karen Mulchano, Executive Director, PA State Board of Education, Stephanie Jones, Administrative Assistant, PA State Board of Education Sally Flaherty, Curriculum Advisor in Social Studies, PA Department of Education Ray Young, Division Chief, PDE Bureau of Curriculum, Assessment and Instruction Re: Act 70 implementation @ Abington The prior 616 pages of memos have methodically evolved from simply scrutinizing the issue of Abington’s non-compliance with Act 70, to a more generalized set of concerns; these range from how the Commonwealth will assess statewide implementation thereof to how Abington has attempted to limit revelation of its gross deficiencies regarding what should be a no-brainer. [Abington languished while the PDE replied swiftly, as is to be detailed in tomorrow's memo.) Thus, the challenges to Abington have been manifest in a series of right-to-know inquiries, with fone pending since 5/31/2016 {"All curriculum and lesson-plans discussing standard etiquette related to the United States Flag [displaying, folding, storing, etc.], inclusive of 4" grade through 12" grade.”} and three others filed today, intended to expedite resolving mop-up matters: [1]—all overall-curriculum, course-objectives, lesson-plans and classroom- handouts related to how the 9-11 Anniversary was recognized, inclusive of 4” grade through 12" grade.” {Noting pending inquiry regarding flag etiquette.) [2]—All overall-curriculum, course-objectives, lesson-plans and classroom- handouts related to implementation of all three tenets of Act 70. {Noting the District now claims retroactively that prior submissions [digested/analyzed herein a fortnight ago] constitute only “samples” of what has transpired}; and [3]—All results of any of the PDE's Classroom Diagnostic Tools as related to any of the three facets of Act 70. (See https://www.pdesas.ore/Page?pageld=9.} Certain filings remain in the pipeline that would deal with #2 [ameliorating the reflex-desire to challenge closing the OOR-Mediator’s Appeal responsibilities), notably the pending request for all info that would satisfy completing a putative, state-level “Act 70"-style survey]. Therefore, will note the reaction to the submission of the model-curriculum before deciding whether to rehab this third “game” [alluded to, but left unspecified, during the School Board meeting] that has been detected, namely, the claim prior lesson-plans had been “samples”]. That the District would resist eagerly sharing its curriculum is “weird,” particularly when manifest in conjun with any claim that a more comprehensive/formalisticfiling-request constitutes “harassment.”Robert B. Sklaroff, M.D., F.A.C.P. Medical Oncology/Hematology Telephone: [215] 333-4900 & Facsimile: [215] 333-2023 1219 Fairacres Road Rydal, Pennsylvania 19046-2911 © rsklaroff@gmail.com ® 9/17/2016 To: Dr. Amy F. Sichel, Superintendent, Abington School Distriet Dr. James Melchor, Assistant Director of Cutticulum, Abington School District {Abington School Board Members - Please Distribute} Karen Mulchano, Executive Director, PA State Board of Education Stephanie Jones, Administrative Assistant, PA State Board of Education Sally Flaherty, Curriculum Advisor in Social Studies, PA Department of Education Ray Young, Division Chief, PDE Bureau of Curriculum, Assessment and Instruction Re: Act 70 implementation @ Abington — Follow-Up ~ CXXXIX Ilustrative of self-imposed limitations regarding educating people [not just teachers] as to how Act 70 may be implemented is that Ms. Flaherty’s inservice regarding these guidelines will be provided during an “early Workshop for Teachers only,” at the annual Gratz College “Teach-In” {to occur on 11/13/2016}. In conjunction with her presentation will be one regarding the Echoes and Reflections program {c/o the ADL’s Education Facilitator, Jerry Clark], after which “a FREE curriculum will be provided to teachers who attend the entire training” [copy requested}. {The ADL-curriculum [requested to be sent via e-mail/snail-mail] will be assessed in 3 contexts: [1]—How it coalesces myriad iterations and derivative resources on its website will be distilled ihttp://www.adl.org/education-outreach/holocaust-education/}; [2|—How it meshes curricula co-generated via the Echoes and Reflections effort [noting collaboration with Yad Vashem/USC]; and [3]—How it generalizes content [to encompass “Genocide” and “Human Rights Violations”] which, although perceivable as optional, here, is felt to be a desirable pedagogic aspiration.) As noted, the PDE's document-request was swiftly satisfied, warts-and-all. Thousands of pages ‘were remitted, again undermining the District's “worriment” that its efforts might be excessive and, thus, need not be provided at all. {An ambient political metaphor comes to mind, recalling how The Donald wishes not to provide his IRS filings until/unless Hill/Bill provides her e-mails; in both instances, the rationalization for secrecy is to preclude “distracting” the public.) The first attachment constitutes ~30 megabytes of all prior memos remitted to Ms. Flaherty regarding this entire effort (c/o yours-truly], providing a method by which they can be remitted electronically and/or uploaded onto the Internet. They are provided in no particular order, however, so some sort of an index would have to be created to allow them to be searchable. Nevertheless, this suggests that—just as it was just discovered that someone @ the District was indeed reading prior curriculum submissions (during the School Board meeting]—Ms. Flaherty [and/or her colleagues} were indeed noting receipt of these memos [some of which were to be directed @ the PDE (vide infra) while most were to be directed @ the District (vide supra}}. {[(Anyone wishing a copy of this one attachment will either receive it as an attachment (if the server of his/her e-mail will tolerate its size) or prompt its being uploaded ASAP (via scribd).)}} {((FYI: Calculating the size of this 1000-page file yields the conclusion that each page is “30 kb.)]), 1The second attachment contains primarily the e-mails that were focused on exchanges between Ms, Flaherty and yours-truly, although inserted therein is Ms, Siche'’s expression of gratitude for hher (meaningless) endorsement {page 39}. Omitted was the e-mail exchange of two years ago between Ms. Flaherty and yours-truly, through which the projected time-line had been remitted {and which, as documented infra, has not been satisfied). No time-frame limits were included within the “open-records” request, so one wonders if anything else is missing; nevertheless, corroboration of major concerns regarding the inadequacy of the PDE's performance thus far has been achieved (vide infra) and, thus, pushing this point appears to be unnecessary. ‘The third attachment initially solved a mystery that explicitly had been pursued via this inquiry, namely, why the PDE’s SAS-site [http://www.pdesas.org/} contained no educational material regarding Act 70 implementation; searching its six sections [Standards, Assessment, Curriculum Framework, Instruction, Materials & Resources, and Save & Supportive Schools] proved fruitless. ‘A “Content Repository” of four on-point documents had been secreted elsewhere on the site, not accessible via the homepage (http://www.pdesas.org/community/community/detail ‘THE Document for Act 70 -july2015.pdf - Uploaded on Thursday, July 23, 2015 This is the major document that had been unearthed on the Pittsburgh site. ACT 70 legislation notes.paf - Uploaded on Thursday, July 23, 2015 This is an unannotated slide-presentation related to Act 70, ‘ACT 70 legislation. 9.15 update.pdf - Uploaded on Monday, September 21, 2015 This is an annotated slide-presentation related to Act 70. CSS spotlight.paf - Uploaded on Monday, August 22, 2016 ‘The National Council for Social Studies provided relevant “sponsored content.” Subsequently, it included critique of Ms. Flaherty’s initial efforts: sao Cricket Lane 137 364.0085 (3) 717 762-9683) From: Jean Dyse! Date: wedeesay, October 7, 2015 at 12:49 PM To: Flehery Sal” <0 ” ce: "Young, Nay , Urian Heyward Subject Spreadsheet e: Holocaust Resources say, Bion er thave rea trough your sveadsheets wit esouces ote populated SAS. There ara wo concerns that need be deren 1 Youreference hold PA Reoing Wing, Speaking, and Ustening Standards. Yu need tose the PA Core Stancaras, 2 Youcannot ust koa ofthe stand content ares, You ust spec what tangas and al wha rade level | wu ako a hal you av he tia of some the resources, A le shat Repos oon Fils neds more oct. Denne, a er Bary lo rere (Once you have acesse! these terns, PLS ready and ling to tart postingIt also contained useful reference-information (noting a half-dozen trainers had been ID’ed): Act 70 Advisory Council ‘The Advisory council was comprised of educators with expertise and experience in Holocaust, ‘genocide and human rights violation education Randi Boyette Director of Education Anti-Defamation League Hank Butler Executive Director Pennsylvania Jewish Coaition Tim Grain, Ph.D, Director of the National Catholic Center for Holocaust Education Seton Hill University Greensburg, PA Elaine Culbertson Executive Director ‘American Gathering of Jewish Holocaust Survivors and Their Descendants, Convener of Consortium of Holocaust Educators of Greater Philadelphia Area, Chair of Pennsylvania Holocausl Education Council Josey 6. Fisher Gratz College - Director, Holocaust Oral History Archive; Faculty, Holocaust and Genocide Studios Consortium of Holocaust Educators of Greater Philzdolphia - Co-Convener Peter Frediake United States Holocaust Memorial and Museu ‘Act 70 sub committees Matthew Hamilton Education Program Manager Holocaust Center of Greater Pittsburgh ra Hiberran Executive Secretary Pennsylvania Council for the Social Studies Dr. Arnoid Hitmen Pennsylvania Association of Rurat and ‘Small Schools Jason Russo Master Educator Holocaust Center of Pittsburgh Michael A. Sand Past Chair, Pennsylvania Jewish Coalition ‘Chair, Governor's Holocaust ‘Commemoration Committee, Pennsylvania Jenish Coalition Linda Weiner Seligson, York Jewish Community Center Kori Street, PhD, Director of Education, University of Southern California Shoah Foundation - Institute for Visual History and Education Forristyna Woodard Walker, M.Ed. Retired Academic Curriculum Coach Schoo! District of Philadelphia Resource and material review — Sally Flaherty, Matthew Hamilton, Jason Russo, Elaine Cuthbertson, Or. Tim Crain ‘Training ~ Saly Flaherty, Dr. Tim Crain, Elaine Cuthbertson, Randi Boyette, Kari Sireet, Tyna Walker Tables of web-based resources [printed vertically] provided lesson-plans that were generic [pages 6-92: Titles, URL, Subject, Standards, Description, Content Provider, Key-Words & Grade]; oriented toward High School and College {pages 93-125: total of 277] and toward Middle Schoo! [pages 143-156]; addressed Genocide |pages 157-158] and Anti-Semitism [Pages 165-168]; focused on Cambodia (page 159], Darfur [pages 161-163]; Bosnia [page 187], Rwanda [pages 188-192] and Irag [page 193]; focused on Children (pages 173-175]; and were comprised of ‘Memoirs [pages 126-142], Diaries [pages 169-171]; and Fiction [pages 177-195].The fourth attachment contained 454 pages of e-mails that reflected dates when Ms. Flaherty provided inservices; this exemplifies the compilations thereof: Feom: Flaherty, Sally Sent Friday, August 21, 2015 3:08 PM. To: Hank Bute Subject: AGt70 calendar ‘This is the current calendar — and I’m just beginning to get responses in from districts and U's { anticipate there will be an Act 70 training in EVERY Intermediate Unit before September 4, 2016 Act 70 with Echoes and Reflections 1U8 1 October 7, 2015, 1U# 21 Carbon Lehigh October 14, 2015; 1 # 13 Lancaster Lebanon, Ociober 21, 2015 1U #12 Lincoln, October 22, 2018, 1U #7 Westmoreland October 22, 2015; 1U# 15 Capital October 23, 205, WW 18 Luzerne October 28, 2015; 1UE 17 Blast November 2, 2015 November 3, Castle Rock Schaal District 1U# © Seneca Highlands Novamber 6, 2015: 1U# 21 Carbon Lehigh, November 10, 2015: 1U #8 Appalachian, November 12, 2015; 1UE 14 Berks County, November 18, 2075; One e-mail yielded her having been sent 100 CD's of “A Journey into The Holocaust,” data about which are @ the website of this documentary [http://www.ajourneyintotheholocaust.com/I; Echoes and Reflections contacts included Ms. Joanne M. Grason [ADL’s Associate Director, 646-421-0570] and Mss. Ariel S. Korn (NYC, 212-885-7949]. Perhaps explaining why Ms. Flaherty has not visited 501 Districts is that her 7/31/2015 e-mail stated she was also “still doing Drop Out Early Warning and Act 71: Youth Suicide Awareness.” This was also referenced when proffering “two-for-the-price-of-one" programming (Page 379}. Although she wrote to yours-truly that she didn’t have the ability to provide e-mail addresses to key-contacts within each School District, this one document is replete with such information. She used “go-to-meeting” but, overall, it’s beyond the ambit of this preliminary effort to compile all contacts and all attendees; it appears that none of the other five people ID’ed as “Trainers” [see Page 3] pitchec-in to assist her [either scheduling or educating]. Throughout, arrangements were made by School District rather than by county; thus, aggregation yielding comprehensive presentations seems not to have occurred. {Granted, some counties are large, but the study in the spring by yours-truly found that sparsely-populated areas collaborated.} On one occasion, possibly providing a county-wide presentation [Chester] was raised {page 334) When discussing promoting an inservice, Ms. Flaherty wrote (on 7/7/2015) "the steering com- mittee [didn’t] want it to look like a marquee or advertising for content — because the content is about human suffering, murder, violence, disregard for human life. This is not just the Holocaust — but human rights violations and genocides of Rwanda, Cambodia, etc. Act 70 is about how to teach the content with empathy, dignity and regard for the lives involved.” (Page 443}This constitutes the most succinct “encyclical” issued by Ms. Flaherty, implementing Act 70: Dear Intermediate Unit Professional Development Coordinators, On June 26, 2014, Governor Tom Corbett signed into law legislation to encourage Pennsylvania schools fo teach facts about the Holocaust, genocide, and human rights violations. Schoot districts, charter schools, intermediate units and area vocational-technical schools may offer Holocaust, genocide and human rights violation education instruction integrated into social studies, language arts, and other appropriate classes. The full text of this lagislation is available at http. hmww lecis stale.pa us/cfdocsi/legisiivuconsCheck,cfm?yr=201d&sessind=0&act=70. In commitment to this effort, the Pennsylvania Departinent of Education (PDE) has been in consultation with organizations and individuals that provide educational expertise and resources Felated to the Holocaust, genocide and human rights violations, PDE is asking Intermediate Unit professional development coordinators to host a regional training on Act 70 guidelines for curriculum and its implications for districts and educators, This regional training would meet the expectations of Act 70 for school entities as outlined below. Training = Bhours Act 48 Act 70 guidelines by PDE Social Studies Advisor Content example from expert nalional providers Week day, evening or Saturday scheduling to meet needs of LEA's Middle and High Schoo! educators: Social Studies, English Language Aris, Curriculum Specialists, Administratore. Schoo! entities are responsible for the following in Act 70: * Provide in-service training programs on the Holocaust, genocide and human rights violations for all instructors whose teaching responsibilies include courses of study in which the topics are addressed. This may be done locally or by attendance at the ‘egional in service training programs offered by POE. + Schoo! entities may ullize any appropriate public or private materials, personne! and other resources in developing and implementing the program af instruction. To assist in this effort, a listing of materials and resources that have been reviewed and meet the guidelines developed in compliance with Act 70 are on the SAS portal ‘+ Offer instruction to students (effective 2015-18) on the Holocaust, genocide, and human rights violations which is compiant with the guidelines developed by PDE. ‘Scheduling, questions or comments regarding PDE’s compliance with Act 70 of 2014, may be directed to the project lead, Sally Flaherty, Social Studies Content Advisor, 717-783-1832, saflaherty@pe.gov Ms. Flaherty updated a spread-sheet containing her info and projected, on 9/21/2016, that she will have reached every Intermediate Unit during the upcoming two years; she did not wish to place responsibility to convey the Guidelines onto the Echoes trainers {Page 305}. When confirming she could go to 8 of 11 training sites (on 9/21/2015), she added that she anticipated modifying the training process after having done it once {page 308). Illustrative of efforts to involve educators @ the U.S. Holocaust Memorial Museum is this communication:From: Fredlae, Peter Sent: wonday, Sepeember 14,2015 11.39 ANd To: Flaherty, ally eKrstin Thompson lane Culbertson Subject: Re: Act 70 final document say, "im bringing one of my colleagues into the conversation. Kristin Thompson has been a program coordinator with us for three years and willbe working with the PA trainings. \We area ite short-staffed, and so we wi be training three of our stiongest PA teachers (all of wharn ace veterans of our Teacher Fellowship program) te support your work this year. They will have prepared shal {ay session fr delivery at select programs you holdin the state throughout the year. Of course this is contingent upon their avalibilty. They wl ring with them to each sesion clasireom resources for teachers to support what they lear, ‘stn wil be presenting our session on October 15 in Harrisburg. tor Frediake Divector, Teacher Education and Special Programs 202 214.0352 Levin insite er Holocaust Eaveation United States Holocaust Memorial eum ene usm og At least one other person (from national Echoes) couldn’t find the SAS-website, as per an e-mail by Ms. Randi Boyette [ADL's Associate Regional Director, 215-568-2223 x 4151] {Page 303). ‘Thus, the aspiration embodied in the following e-mail has yet to have become realized. Even if ‘one were to claim the necessary to log-in to access the information by an initially obscured searcher, the claim that it was to be available on the "SAS homepage..n one click” remains false. From: Fahey, Sally Sent: Thursday, July 02, 2015 11:22 aM To: Perez, ita; una, Ray ‘Subject: RE: CUESTION: Holcoust lm ‘he materials and resources in support of Act 70, Holocaust, genocide and human ght tation education have been ‘published in Publish Your est on SAS and ave avaiable with 2 Keyword serch “Holocaust” There is aso 9 Pe for act 70 suppor, where the resources wil bein the dial epostry 11s planed for Holocaust, genocide an hum rights education wil become feature content onthe SAS homepage SRE terials ond resources aataie mone cck—sniart what hasieen done nthe past th Geter Sent Thursday, June 25,2015 931 aM ‘ox Perer, fits Subject RE: QUESTION: Hloceust fm "aed wth Say. The resources have not yet been uplosde ta SAS. They wile uploaded al a ane ame prior to ly 1. Asubgroup af he steering commie ie evewing and annotating ae the materi which winch age Pay Ray A, Youngl Chie, Civision of tnsteetional Quality Department of Education | Bureau of Currewum, Assessment, sed Instruction 333 Market Stet | Morrisburg PA S7126-0039, Prone: 717.783.6633 | Fax’ 717 783.6042, ‘wu eucation.pa.govMore than a year hence, the age-appropriateness info also is unavailable. Furthermore, awareness of the defective web-site upload problem reached the PDE's Deputy Secretary more than a year ago, as well as Ms. Flaherty’s supervisor. From: Stem, Matthew Sent: Thursdey, June 25,2015 8:51 AM To: Faherty, Sally Subject: QUESTION: Hoteaust Film {Good Morning Say, ‘ih we post ink othe rm and resources on SAS witha quae of age appropriateness? Di you circle back o your steering corwmite to encure tat not going 9 cause any ses? ‘hank you Matthew 5 Stem | Deputy Secretary Department of Education| Offic of Elementary and Secondery Edvcation ‘The fifth attachment contained 94 pages of basic data [the law, the PDE’s implementation plan, and the PDE’s SAS download]; of-interest were episodic updates as to the educational efforts by Ms. Flaherty, the most recent of which (6/20/2016) has been reprinted in its entirety infra (because it informs how the PA State School Board will be tackling its oversight responsibilities) ‘This document confirms concerms that have been raised regarding how Ms. Flaherty has failed to meet her prospective time-table, for the implementation-phase was to have started this year. Again, one might be tempted to editorialize in favor of aspiring to impose the 100% mandate by recognizing the inability of 90% of the 501 School Districts to have complied. .following a survey of what is to be accomplished by the end of this academic year. Yet, to maintain a disinterested academic posture—rather than to “bake into the cake” a sense of “planned obsolescence” —it is preferable to alert them all ASAP of an impending survey [and, perhaps, also, to provide them a “taste” of what it might entail by referencing what was composed by yours-truly, rather than awaiting whatever might formally emerge from the PDE, c/o Ms. Flaherty] so as to prompt them to assimilate any comprehensive curriculum ASAP [such as that which was quickly assembled for Abington to mainstream into its established/project Studies program by yours-truly). Also noted is that, apparently, yours-truly was disinvited from the strategy-session that was held last summer [the first listing in Appendix A]; presumably, this constituted a get-together for the Steering Committee, but it seems that none of the aforementioned e-mails related to this effort [supposedly the oeuvre that encompassed such planning activities] suggested that none of the Steering Committee members raised concern regarding the lagging time-line implementation. It would also appear that this compilation is up-to-date, for itis unlikely any educational efforts were occurring during the summertime; itis possible that the fact that Abington didn’t provide an update during recent months may be ascribed to the inability to assemble an “audience” and, therefore, itis likely that this phenomenon is not unique to one School District. Therefore, it is apparent that, although a district-by-district compilation hasn’t been provided, a “blanket” plan to encompass all Schoo! Districts was not contemplated, strategized, implemented or achieved, Finally, it is surprising that the “Support” section cites the entities that collaborated to create Echoes and Reflections, but the name of this particular program has been omitted therefrom Aithough there is a desire not to dictate a particular approach, it is inappropriate to omit that‘one which has served as the backbone for the inservices conducted during the past year by the PDE Update Act 70 Holocaust, Genocide and Human Rights Violations Education Implementation en A report to the Advisory Committee June 20, 2016 Trainings Ke memo @ sews 1 Cevesnonst vee ‘Act 70 Trainings Update June 30. 2016 + There have been 33 trainings held from July 2018 to June 30, 2016 ‘These were done in person or via virtual program (webinar) ‘+ Four trainings were canceled due to lack of participant enrollment. +t was canceled due to travel banvoudget impasse + Intermediate Units have hosted 19 events + Organizations providing professional development at educational events have hosted 7 events + Individual schoo! districts have hosted 6 events for their Social Studies and related staff + The average attendance has been 35 educators, with 3 having less than 18 educators ‘and the most being 125, ‘+ Tota educators in presentations are approximately 1,325 educators, ‘Schoo! districts being represented are approximately 200, ‘Trainings include instruction in the adopted guidelines and content instruction from various partners such as Echoes and Reflections, The American Gathering of Jewish Holocaust ‘Survivors and Their Descandants, United States Holocaust Memorial Museum, The Greater Pittsburgh Holocaust Center and Seton Fill University ‘The Pennsyvania Counci for the Social Studies provided opportunities for thesr membership to panicipate by sponsoring Act 70 trainings at various locations inthe state ~ Marisburg, Moravisn College and Indiana University of Pennsylvania,‘Support! website, materials and resources www pdesas.o1a ‘The SAS website has the Professional Loaraing Community, which currently nas 84 members. ‘This site houses the documents and resources available to Support Act 70 education, Each participant in tainings fs encouraged to be a member ef the community ‘The Resource Subcommittee reviewed more than 600 rvaterals withthe guidelines 2s criteria and created an annojated bibliography of resources that is unparalled in ls Scope and depth “The bibliography is broken down into the folowing categories: ‘+ High Schoo! and ‘© Anti-Semitism + Rwanda College + Genocile + Bosnia + Junior HigtiNetia + Cambodia + Fiction Schoo! = Dartur + Memeit + trae ‘The contributing parners in the creation ofthe guidelines are included in the materiale and resources section of the SAS website which includes, Anti-Defamation League, USC Shoah Foundation, US Holocaust Memorial Museum. and Yad Vasher ‘Act 70 was featured content on the homepage of SAS in February-March-April of 2016. ‘Each resource reviewed by the committee hae this statoment in the description, “This resource thas been reviewed by the Act 70 Committee and meets the guidelines for teaching Holocaust, genocide and human rights violation education.” Next Steps for 2016-17 School Year Plans are fo continue with regional trainings wien ined by disticls and intermediate ui. ‘An online course (eduplanel is being developed on the guidelines for on demand delivery. Thee (9) regional events at the Pennsylvania Training and Technical Assistance Network offices in King of Prussia, Harrisburg and Pittsburgh should be explore, A sample survey wil be designed for the State Board of Education forts use in mesting the end ‘eauiements of Act 70. The sixth attachment contained a few key-items buried in 340 pages of e-mails that were mostly directed at scheduling inservices: the existence of a model-survey, occasional reference to the number of inservice-attendees, and the taping of the Abington inservice for a documentary. Each prompted a follow-up filing for focused data, plus Ms. Flaherty’s spread-sheet [see Page 5]. It appears that Tim Crain, Ph.D. [Director, National Catholic center for Holocaust Education] lectured with Ms. Flaherty during one inservice {page 238}; in addition, collaboration has been occurring with people in addition to those on the Advisory Committee [e.g., Ms. Fink-Whitman] {page 257) The possibility of an online course was raised transiently, but doesn’t appear to be currently on the action-agenda. {A few of the memos sent by yours-truly were also included.) Fall-programming is proceeding apace; a day-long program oriented towards Act 70, to be held during the annual meeting of the PA Council for the Social Studies (on 10/20/2016) {page 318). Scheduled just prior to the upcoming academic year were events held on 8/29/2016 attended by 11 people, at most {page 294), and on 8/23/2016 attended by 17 people, at most {page 322). ‘The seventh attachment contained another 274 pages that recapitulate what already has been distilled herein; also noted were “learning paths” that included Act 70 {page 120} 9(The following is the last page of the 6/20/2016 Update, vide supra, that lists inservice-sites.} Appendix A Training calendar Start Date TATAS (wa 30/7/2015, 10/15/15 Luzerne Coun esata [Act 70 event at Moravian College | Freouncl Rock ct 70 video conference USAR TO [tans] ‘Becks 11/18/2035 [Pottsville aa 3/18/2016 129 ae [act 70 St. Claire SO a 1/25/2016 | Act 70 St Claire SO 1/27/2016 [Act 70 Luzerne Co. 10 1/29/2016 ‘Act 70 Clarion U6 _ 282016 [Pitt Holocaust and Holocaust Center| 2372016 | Act 70 Scranton Holocaust Center 2/29/2016 3/2/2016 3/4/2016 | 315/201 | 3/39/2016 Tact 70 Delaware CountyiU25 | gfe | “Act 70 10 12 New Oxford 92016 | | North Penn School District 6/14/2016 6/17/2016 | 6/23/2016 5/2036Robert B. Sklaroff, M.D., F.A.C.P. Medical Oncology/Hematology ®@ Telephon B Facsimite: [215] 333-4900 [215] 333-2023 1219 Fairacres Road Rydal, Pennsylvania 19046-2911. © rsklaroff@gmail.com ® 9/18/2016 Yo: Ds. Amy F. Sichel, Superintendent, Abington School District Dr. James Melchor, Assistant Director of Curriculum, Abington School District {Abington School Board Members - Please Distribute} Karen Mulchano, Executive Director, PA State Board of Education Stephanie Jones, Administrative Assistant, PA State Board of Education Sally Flaherty, Curriculum Advisor in Social Studies, PA Department of Education Ray Young, Division Chief, PDE Bureau of Cussiculum, Assessment and Instruction Re: Act 70 Implementation @ Abington — Follow-Up ~ CXL These memos have often been structured to mirror the “Greek” thought-method of sequencing “Thesis->Antithesis->Synthesis” or, simply, “Analysis->Syntheis.” The former has been invoked when defining the red-line separating what should/shouldn’t be encompassed via “enrichment” [to preclude intrusion of personal political bias] and the latter has been invoked when placing an information-dump into a reasonable context. In light of yesterday's 10-page summary of what ‘was provided by the PDE, itis desirable to collapse-down what was learned and what pends. Lotsa proper-nouns were captured, notably key-players who hadn't previously been recognized (and some of their contact-info), and hundreds of pages were skimmed while 1D'ing what had been achieved; justification for requesting f/u information from the ADL and the PDE exists, although it is clear that the PDE provided thousands of pages in good faith (rather than in any effort to create sensory-overload); the mystery as to how to access the PDEs SAS website was not only solved, but it was noted that others shared consternation with trying to unearth what had been uploaded regarding Act 70 (and an ongoing deficiency has seemingly been confirmed). Lotsa web-based resources were generic, oriented toward High School and College and toward Middle School; addressed Genocide and Anti-Semitism; focused on Cambodia, Darfur, Bosnia, Rwanda and iraq; focused on Children; and were comprised of Memoirs, Diaries and Fiction. [That so many of these topics have not been covered in Abington amplifies ongoing concern.] Perhaps the most incisive summary of this effort by Ms. Flaherty was her reaction to a way that event-promotion might occur: “The steering com-mittee [didn’t] want it to look like a marquee or advertising for content — because the content is about human suffering, murder, violence, disregard for human life. This is not just the Holocaust ~ but human rights violations and genocides of Rwanda, Cambodia, etc. Act 70 is about how to teach the content with empathy, dignity and regard for the lives involved.” {It appears she wasn’t particularly forthcoming when yyours-truly was trying to accrue e-mail addresses for contact-people at each of the 501 Schoo! Districts; she intially had agreed to do so, although later claiming the data couldn't be compiled ..even as she busily interacted with myriad people statewide...befitting her bureaucratic role.) Preserved was the most succinct “encyclical” issued by Ms. Flaherty, implementing Act 70.Explaining why implementation has lagged seems intuitive; Ms. Flaherty has been the sole educator for the entire Commonwealth [despite a half-dozen “Trainers” having been ID'ed] and she did not wish to place responsibility to convey the Guidelines onto the Echoes trainers. Indeed, she was/is “still doing Drop Out Early Warning and Act 71: Youth Suicide Awareness.’ ‘Throughout, arrangements were organized by School District rather than by county; thus, aggregation yielding comprehensive presentations seems not to have occurred, She updated a spread-sheet containing her info and projected, on 9/21/2015 [Typo Alert: NOT “2016” ... for that memo could not possibly have yet been composed], that she will have reached every Intermediate Unit during the upcoming two years [ie., one year from now, but only this subset). [Another Typo Alert: A double-negative must be repaired; no e-mails to/from members of the Steering Committee raised concern regarding the lagging time-line of Act 70 implementation ] Regarding the Progress Report provided to the Steering Committee, it is unclear how 1325 educators were reached via 33 trainings (averring ~40 people per event) when the e-mails generally noted registration of a dozen-or-so teachers (per event). Just as was noted when the Guidelines were critiqued, it seemed that Ms. Flaherty manifested extreme trepidation when [2]—suggesting curriculum [n.b., the “Support” section didn’t cite Echoes and Reflections}, and [2]—scheduling inservices [n.b., she invited individual Districts to contact her instead of holding county-wide inservices to which Districts would then be invited, with sufficient lead-timel. Summary (Recapitulated] ‘This document confirms concerns that have been raised regarding how Ms. Flaherty has failed to meet her prospective time-table, for the implementation-phase was to have started this year. ‘Again, one might be tempted to editorialize in favor of aspiring to impose the 100% mandate by recognizing the inability of 90% of the 501 School Districts to have complied..following a survey of what is to be accomplished by the end of this academic year. Yet, to maintain a disinterested academic posture—rather than to “bake into the cake” a sense of “planned obsolescence” —it is able to alert them all ASAP of an impending survey and, perhaps, also, to provide them a “taste” of what it might entail by referencing what was composed by yours-truly, rather than awaiting whatever might formally emerge from the PDE, c/o Ms. Flaherty] so as to prompt them to assimilate any comprehensive curriculum ASAP [such as that which was quickly assembled for Abington to mainstream into its established/projected Social Studies program by yours-truly]. Plan (Acutely, Regarding the PDE] ‘The PDE will be requested to provide focused follow-up regarding a few key-items that emerged although, clearly, this is conveyed harboring a “mop-up” mindset because so much information was provided so expeditiously, OF greatest interest is whether a model-survey has been drafted, [inasmuch as yours-truly composed one over Labor Day Weekend]. Of some-interest is whether the PDE has a video of the Abington inservice [recalling that no memos were generated by it}, whether a tabulation of the number of attendees at each inservice exists [e.g., sign-in sheets], and whether Ms. Flaherty’s spread-sheet contains relevant supplemental information. Plan [Chronically, Regarding the PDE] Although a survey need not be conducted until next year, it seems “great minds think alike,” noting that Ms. Flaherty was also composing a model-survey this past June. Thus, educating the Districts as to what is forthcoming might motivate them to adopt a model-curriculum ASAP. 2PA DEPARTMENT OF EDUCATION STANDARD RIGHT-TO-KNOW REQUEST FORM DATE REQUESTED: 9/17/3016 REQUEST SUBMITTED BY: FAX & E-Mail [RA-RTK-Education@pa gov) NAME OF REQUESTER: Robert B. Sklaroff, MD. STREET ADDRESS: 1219 Fairacres Road, Rydal, Pa 19046-2811 {Montaomery Co, ‘TELEPHONE: 215-353-4900 RECORDS REQUESTED [copies will probably suffice, in lieu of inspection] Regarding implementation of Act 70 (HB 1424], and noting explanatory information in the memo appended to the fax'ed version of this fling: [1] Any model-survey that may have been drafted by the PDE (such as via the Steering Committee); [2]—Any video of the Abington inservice; [3}— Any tabulation of the number of attendees at each inservice [e.g., sign-in sheets]; and [4}— Any spread-sheet maintained by Ms. Flaherty regarding implementation. RIGHT TO KNOW OFFICER: Angela Riegel, Pennsylvania Department of Education 333 Market St.. 15 Floor, Harrisburg, PA 17126-0333 (717) 783-9810 (717) 783-8445 (TTY) (717) 772-2317(Fax) RA- RTK-Education DATE RECEIVED BY THE AGENCY: AGENCY FIVE (5)-DAY RESPONSE DUE: “Public bodies may fill anonymous verbal or written requests. If the requester wishes to pursue the relief and remedies provided for in this Act, the request must be in writing. (Section 702.) Written Fequests need not include an explanation why information is sought or the intended use of the information unless otherwise required by law. (Section 703.) This is the explanatory memo that accompanies the filing The Model-Survey is cited as an agenda-item that was included during the June meeting of the Steering Committee; a Video was taken although it's unclear if the PDE has a copy thereof, meetings were held [Appendix A] that presumably include their attendance, and references were made in the e-mails to her having updated her spread-sheet [the title of which is unclear] For whatever reason, the appended-fax isn't going through, so just print-out the attachments to this e-mail, please, so that explanation can be appreciated.Robert B, Sklaroff, M.D., F.A.C.P. Medical Oncology/Hematology ® Telephone: [215] 333-4900 @ Facsimile: [215] 333-2023 1219 Fairacres Road Rydal, Pennsylvania 19046-2911 rsklaroff@gmail.com © 9/19/2016 To: Dr. Amy F. Sichel, Superintendent, Abington School District Dr. James Melchor, Assistant Director of Curticulum, Abington School District {Abington School Board Members - Please Distribute} Karen Mulchano, Executive Director, PA State Board of Education Stephanie Jones, Administrative Assistant, PA State Board of Education Sally Flaherty, Curriculum Advisor in Social Studies, PA Department of Education Ray Young, Division Chief, PDE Bureau of Curriculum, Assessment and Instruction Re: Act 70 Implementation @ Abington ~ Follow-Up ~ CXLI Observations composed over the weekend regarding the PDE’s [in-Jactivity merit re-emphasis, lest any ambiguity arise due to the extensiveness of the database and its analysis. The first point that must be emphasized is that all facets of the initial request were honored, to wit: PA DEPARTMENT OF EDUCATION STANDARD RIGHT-TO-KNOW REQUEST FORM. DATE REQUESTED: 8/20/3016 REQUEST SUBMITTED BY: FAX & E-Mail [RA-RTK-Edueation@pa.cov) NAME OF REQUESTER: Robert B. Sklaroll, M.D. STREET ADDRESS: 1219 Fairacres Road, Rydal, Pa, 19046-2911 [Montgomery Co. ‘TELEPHONE: 215-333-4000 RECORDS REQUESTED [unsure whether copies and/or inspection may be needed]: Regarding implementation of Act 70 [HB 1424]: [1]—Information ate curriculum materials] distributed by the Department of Education {*PDE" to the school sntities—a.ka. “Local Education Agencies” {“LEA"]—and when this occurred. [2]— ‘The URL on the Standards Aligned System ("SAS") website at which the “Guidelines for Holocaust, Genocide and Human Rights Violation Education” has been uploaded and for Holocaust, Genocide and Human Rights Violation Education” has been uploaded and the date when this was accomplished: [3]—All communications between the PDE and " both_organizations and_individuals that provide educational expertise and resources felated to the Holocaust, genocide and human rights violations in conjunction with the rr ent of iculum guidelines: [4]—All communications reflecting the intent 10 provide LEA's inservice training programs based u struction and curriculum idclines specified in Act 70 and the. when these invitations were issued: [5 Any/all information acquired E revarding_ any/all in-service training held b EA’s that provided instruction programs on the Holocaust, genoci uman right violations for instructors whose teaching responsibilities inelude courses of study that integrate Holocaust, genocide and human rights violations instruction; and [6]—Any/all in-service programs conducted by LEA's regarding implementation of Act 70 in which the PDE had any involvement [i.., provided teaching materials, lecturers, el RIGHT TO KNOW OFFICER: Angela Riegel, Pennsylvania Department of Education 333 Market St., 15! Floor, Harrisburg, PA 17126-0333 (717) 783-9810 (717) 783-8445, (ITY) (717) 772-2317 (Fax) RA-RTK-Education DATE RECEIVED BY THE AGENCY: AGENCY FIVE (5-DAY RESPONSE DUE: 1**Public bodies may fill anonymous verbal or written requests. Ifthe requester wishes to Pursue the relief and remedies provided for in this Act, the request must be in writing, (Section 702.) Written requests need not include an explanation why information is Sought or the intended use of the information unless otherwise required by law. (Section 703.) Note that thousands of pages were provided without awaiting the expiration of a one-month erace-period [as has routinely occurred with Abington, even regarding the most mundane issue and information regarding flag-etiquette still pends, months after submission and “nudges"|; also, note that each of the five conceptual requests was satisfied, despite potentially imprecise language used to define what was requested. The six categories of queries can be “answered” Regarding implementation of Act 70 [HB 1424): [1]—Information {about appropriate ‘Surticulum materials] distributed by the Department of Education {*PDE”} to the school cntities—ak.a, “Local Education Agencies” {“LEA"} was found to be plentiful—and when this constantly occurred: [2]}—The URI. Standards_Aligned System ‘AS"} website at which the “Guidelines for Holocaust, Genocide and Human Rights Violation Education” has been uploaded and the date when this was accomplished was noted, albeit not directly accessible from the homepage as hi anticipat S1=All communications between the PDE and both organizations and individuals that provide educational expertise and resources related to the Holocaust, genocide and ‘human rights violations in conjunction with the development of the curriculum guidelines were voluminous and replete with info-exchange/clarifieation conveyed eandidlv: [4]—All_communications reflecting the intent to_provide LEA's inservice training programs based upon both instruction and curriculum guidelines specified in Act 70 and te date(s) when these invitations were issued were also quite voluminous. fortuitously summarized in a June Report to the Steering Committee: [5]—Any/all information ‘equired by the PDE regarding any/all in-service training held by LEA’s that provided instruction _programs_on the Holocaust, genocide and human rights violations for instructors whose teaching responsibilities include courses of study that integrate Holocaust, genocide and human rights violations instruction was also extensive. vielding the ability to draw reasonable conclusions 1 implementa ee, and [6]—Any/all in-service programs conducted by LEA's regarding implementation of Act 70_in_which the PDE had any involvement [i.e provided teaching mater lecturers, efe.| were also specified, not only in the aforementioned Report, but al within communications that transpired within the past few weeks. Concluding that the PDE's candor [*warts and all”] has emerged [without trying to engage in information-overload] is refreshing [again, contrasted with how Abington has (mis-)behaved}, !tis plausible to anticipate that the focused follow-up will yield nothing earth-shattering, even as itis desirable to achieve closure [if for no other reason than to maximize info that can be made available succinctly to the PA Board of Ed]. For example, the PDE may not have a video of the Abington inservice, Ms. Flaherty’s soread-sheet may not contain relevant supplemental data, tabulation of the number of attendees at each inservice may exceed e-mailed references, and a model-survey may not yet have been drafted. On the other hand, scrutiny of the video of the Abington inservice may provide insights not captured in handouts, Ms. Flaherty’s spread-sheet ‘may contain relevant supplemental data regarding her outreach, tabulation of the number of attendees at each inservice may not exceed e-mailed references, and a model-survey may have been drafted. Thus, due to the confidence-level created by the PDE, itis unlikely that any f/u requests will issue following “mop-up” resolution of these few loose-ends [although, naturally, teview of any draft-survey would be of acute-interest, noting what was composed last week].It is unclear why the e-mail exchanges between Ms. Flaherty and yours-truly of two years ago [plus the time-line handout, vide infra] were not included in what was provided, although it is Possible this information was overlooked [despite the observation that most of the e-mails were Perceivable as having been loosely grouped chronologically and thematically). In any case, it is felt the request was satisfied in “good-faith” due to the overall “good-will” created by the PDE. ‘The overt goal remains to disseminate a model-survey ASAP to educate the LEAs as to what is irthcoming; this may motivate them to adopt a model-curriculum [of whatever ilk] ASAP. Recall what the PDE internally generated as to its “charge” [and explicit plan] two years ago, and then decide whether it has even begun to satisfy its tenets [noting also that Ms. Flaherty was the only outreach-educator...harboring the ambit to enlighten (inter alia) 501 School Districts despite the fact that a half-dozen people had been initially designated as “trainers” Implementation of ACT 70 of 2014 Holocaust, Genocide and Human Rights Violations instruction Pennsylvania Department of Education “The General Assembly finds and declores as fllows To provide chiéren with an understanding f the importance ofthe protection of human rights and the potential consequences of unchecked ignarance,dscrimination and persecution, tsa ‘attr of high priority that children inthis Commenwealth be educated concerning the Holocaust, genocide and ocher human rights vodtions “Therefore, the Genera Assembly strongly encourages schoo! entities inthis Commonweath to offer istration inthe Holocaust genocide and other human sights vilalons Timeline “| winter 2003 7 —spetng and —] att 2ors ) Sanvary Sunmer 2015 | September Fesrusry april, May, Tune, ‘Jury,Responsibilities of the Department of Education (Taken from the legstation) |. Establish curriculum guidelines which shall encourage the inclusion of A. Breadth of history of the Holecaust 4. Third Reich dictatorship 2. Concentration camp system 3, Persecution of Jews and Non- Jews 4, Jewish and non-Jewish resistance 5. Post WWI trials B. Definition ©. History D. Response and actions taken in the face of genocide (including the holocaust and any other genocide porpetrated against humanity including the Rwandan genocide and other genocides committed in Africa, Asia and Europe. E. Human rights violations F Anti-Semitism, racism and the abridgment of civil rights |. Work in consultation with organizations and individuals that provide educational expertise {and resources related to the Holocaust, genocide and human rights violations to develop the curriculum guidelines. The guidelines shal state the minimum amount of instruction. necessary to adequately educate students on the Holocaust, genocide and human rights violations, IM Make available to all school entities 4. INSERVICE training programs based upon the instruction provided for Holocaust, ‘genocide and human rights B, Distribute information about appropriate curriculum materials Tentative Plan 1. Research reputable organizations for established guidelines which can be utilized to create a document for the Department of Education to fu'fll this section of legislation, 2. Present for review, draft of guidelines to stakeholders who were instrumental in creating legislation 3. Meeting of all stakeholders will be convened for review of guidelines and materials and resources gathered from reputable organizations 4. Accepted guidetines will be published on the Standards Aligned System (SAS) website (www pdesas.ora) 5. Holocaust, Genocide and Human Rights Education will be featured content on the SAS homepage with links given to materials and resources 6. Materials and resources which support instruction as outlined in the legislation will be Published on the SAS website through Publish Your Best venue. 7. Information on the guidelines, Materials and resources will be communicated through the state wide system of supportRobert B. Sklaroff, M.D., F.A.C.P. Medical Oncology/Hematology ‘@ Telephone: [215] 333-4900 ® Facsimile: [215] 333-2023 1219 Fairacres Road Rydal, Pennsylvania 19045-2911 2 rsklaroff@gmall.com To: Re: 8 9/20/2016 Dr. Amy F. Sichel, Superintendent, Abington School District Dr. James Melchor, Assistant Director of Curriculum, Abington School District {Abington School Board Members ~ Please Distribute} Karen Mulehano, Executive Director, PA State Board of Education Stephanie Jones, Administrative Assistant, PA State Board of Education Sally Flaherty, Curriculum Advisor in Social Studies, PA Department of Education Ray Young, Division Chief, PDE Bureau of Curriculum, Assessment and Instruction Act 70 implementation @ Abington — Follow-Up — CXL Specific document-requests to Abington that pend are as follows, inclusive of the rationale for what has been requested; this ongoing initiative is mutually-exclusive of the intent to meet with the curriculum committee to discuss implementation of the 65-page outline already submitted 1. All curriculum _and_classroom_lesson-plans perceived as discussing standard etiquette related to the United States Flag [displaying, folding, storing, etc. Inclusive of a" grade through 12" grade. This is a “test-question” that will yield distilled information [perhaps in Civics} regarding how the students are educated regarding patriotism-based behaviors; ‘it was issued in May and, thus, appears to be grossly-overdue. 2. Alloverall-curriculum, course-objectives, lesson-plans and classroom-handouts related to_how the 9-11 Anniversary was recognized, inclusive of 4 grade through 12" grade,” This is another “test-question” that will yield distilled information that will be compared/contrasted with how Yom HaShoah is being acknowledged. 3. All-results of any of the PDE's Classroom Diagnostic Tools as related to any of the three facets of Act 70. This is an “assessment”-related query that is tethered to state-level criteria, 4. All overall-curriculum, course-objectives, lesson-plans and classroom-handouts related to implementation of all three tenets of Act 70.” This is a follow-up of the initial query that [a]—includes a specific request for lassroom-handouts, and [b]—rehabs the desire to review all such data [rather than any “sample” that has been distilled in memos composed in August.5. Allcompleted "Review and Evaluation” Instruments for Social Studies Programs =inclusive of 4" Grade through 12" Grade - for academic-year 2015-2016; this, should include ONLY core-courses [NOT 12th Grade electives] and should include the _name_of the individual[s|_who have completed each form resumably following the format of the blank two-page form employed for “Civics” that_was used to determine whether “the program content clearh reflects assessment anchors and eligible content for the Keystone Exam"). This is a method by which an internal-tool [noted during prior document-review} can be invoked to assess the impact of Abington’s coursework. |n addition, an extensive request [that appears to be overdue] was proffered for reasons that were articulated in the following introductory-comments [recalling that the referenced survey was generated decades ago but appears to be relevant with regard to the “Holocaust” issue] | would like to be able to answer the questions raised in the appended three-part survey; thus, queries tethered thereto were composed by rephrasing the method by which data are sought, recognizing that this entails switching-geors from an interview-format to a survey-form. Finally, it is recognized that many queries appear to overlap with already-addressed inquiries and, thus, it is anticipated that the response thereto may simply claim, essentially, “Asked, and answered!” The goal is to perform a mock-survey of what would emerge if the PDE raised these queries. ORGANIZATIONAL PERSPECTIVE A. Scope and Content A list of schools having Holocaust-related course-abjectives and/or lesson-plans. a. Allis of teachers involved in Holocaust-related direct-education. b, A list of the number of classes involved in Holocaust-related education. © Alist of the number of students involved in Holocaust-related classes. 2. Alist of all grade level{s] when the Holocaust-related curriculum is taught. a Any memo discussing the rationale for choosing these grade levels, b {dentify separately optional vs. mandatory Holocaust-related courses. « Identify any self-contained course, as opposed to inclusion in others. 3. Any demographic analysis (race, sex, ethnicity) of students using the curricula. 1History 1 4 A list of inservice-events during the past two decades (including speakers and attendees) yielding the Holocaust-related course-objectives and lesson-plans. A list_of key figures from the community who became involved in Holocaust- {elated courses and who invited them to become involved in these efforts. A.list of pilot studies of Holocaust-related education, if any. Any memo detailing how teachers became involved in Holocaust-related efforts, Teacher Training 1 Any memo detailing how teachers were/are/will-be prepared and trained prior to teaching Holocaust-related courses, A list of in-service training or workshops provided while Holocaust-related courses are being taught. A list of resources that have been made available to teachers of Holocaust- related courses, a Alist of support personnel whom teachers may contact for ideas. b. _Alist of films and exhibits used in the classroom. © Alist ofall times during the past decade when guest-speakers imparted {their personal exposures to the Holocaust, to teachers +/- to students. Organization and Dissemination 1 4 A list of the members of any Holocaust-related advisory group and a depiction of how this group functions, A list of people from the community (e.g, local clergy, local educational groups, and professional associations) involved in the District’s academic structure. A list of explicit/implicit dissemination strategies employed within the context of the Holocaust-education effort. A list of all resource centers involved in any/all Holocaust-related education. Community Input 1 A list of documents related to how the Holocaust-related_course-objectives were proposed to the superintendent and to the school board. A list of Board policies reflecting commitments made to Holocaust-education, Any data depicting the time-line that occurred between the generation of any proposal regarding Holocaust-education and when it was adopted. 34. Any data documenting the fact that parents have been apprised of the fact that their children are studying the Holocaust 5. Any evidence that the Holocaust-related curriculum has had any impact on the students’ home life (ie., Jewish-Christian relations, genocide, etc.]. PEDAGOGIC PERSPECTIVE ‘Themes Emphasized 1. Any document depicting the context of the Holocaust-related curriculum. 2, Any document depicting the main themes taught about the Holocaust. Probe: Any document emphasizing any context underlying the Holocaust, such as history (world, European, German, American, Jewish), literature, philosophy, sociology, economics, religion, culture and politics b, Any document linking Holocaust-related education with contemporary intergroup relations, anti-Semitism, and/or Jewish/Christian relations. & Any document linking Holocaust-related education with values-related education and/or values clarification +/- stages of moral development, 3. Any documents detailing the priority-themes conveyed in Holocaust-education. Approaches and Methods Used Any documents detailing whether Holocuast-education is taught primarily using traditional methods of lecture, reading, and discussion. 2, Any documents detailing whether Holocuast-education is taught using role-play +/-game simulations, 3. Any documents detailing whether Holocuast-education is taught using audio- visual materials 4. Any documents detailing whether Holocuast-education is taught by including discussion with or having first hand contact with Holocaust survivors. 5 Any documents detailing whether Holocuast-education is taught by assigning homework and, if so, its content (reading, interviews, projects) 6 Any documents detailing whether Holocuast-education includes (oral/written| tests +/- quizzes.Teachers’ Goals and Objectives 1. Any document inclusive of teacher-feedback regarding their special ideas or attitudes toward teaching about the Holocaust. 2. Any document inclusive of teacher-feedback regarding their perceptions as to whether they have detected any difference in children's reactions to learning about the Holocaust as compared to learning about other grade level subjects. 3. Any document inclusive of teacher-feedback regarding what aspects of the curriculum seem to have the greatest impact on students. 4, Any document inclusive of teacher-feedback regarding their ability to cite areas having particular short-term effects on students +/- other teachers. Any document inclusive of teacher-feedback regarding their perception of what has long-term effects on students. 6 Any document inclusive of teacher-feedback regarding what they consider to be the greatest strengths/weaknesses of the curriculum. 7. Any document inclusive _of_teacher-feedback regarding suggestions _for improving the Holocaust-education program. ‘STUDENT PERSPECTIVE/FEED-BACK Any document regarding whether a course on the Holocaust should be taught; this should address why [or why not] this should occur, and how Holocaust-related courses were the same/different from other courses studied that year. Any document regarding what they learned from having studied the Holocaust; this should address which facets of Holocaust-related education were viewed as most vital and why (e.¢., films, speakers, readings), and what they view as most memorable during their Holocaust-related education, Any document regarding why they think the Holocaust occurred; this should address why they think some people risked their lives to save other people during the Holocaust, Any document regarding whether they feel something like the Holocaust could occur in America; this should address whether anything can or should be done to minimize the risk of another Holocaust, at home or abroad.Robert B. Sklaroff, M.D., F.A.C.P. Medical Oncology/Hematology ® Telephone: [215] 333-4900 @ Facsimile: [215] 333-2023 1219 Fairacres Road Rydal, Pennsylvania 19046-2911 52) rsklaroff@gmall.com ® 9/21/2016 To: Dr. Amy F. Sichel, Superintendent, Abington School District Dr, James Melchor, Assistant Director of Curriculum, Abington School District {Abington School Board Members ~ Please Distribute} Karen Mulchano, Executive Director, PA State Board of Education Stephanie Jones, Administrative Assistant, PA State Board of Education Sally Flahetty, Curriculum Advisor in Social Studies, PA Department of Education Ray Young, Division Chief, PDF, Bureau of Curriculum, Assessment and Instruction Re: Act 70 implementation @ Abington ~ Follow-Up — CXUII In response to yesterday's compilation of right-to-know requests [and a personal e-mail nudgel, Chris updated the “tracking” memo thusly: “I owe you a response by Wednesday regarding your survey/questionnaire RTK request. | also owe you an initial response on the flag RTK request, which | will provide today. Also, | owe you a response to your query about Night, and a hand. out that you questioned from one of the lesson plans.” [Other queries are of a more recent vintage; although an earliest-possible-reply would be welcome, the waiting-period isn’t ripe.) |t is worth reiterating that the PDE had anticipated implementation of Act 70 content to have ‘occurred a year ago; thus, it would not be inappropriate to assess the current status thereof: Timeline [“Sanmex | Fal 20ra— ‘Winter 2015 ‘Spring and Fall 2015 | et” | ceca, | Sa | Saad ear a ee ee August | Novenber | March Jane, July, | Meanwhile, multiple “document-discovery” efforts continue [both within Harrisburg/Abington], even as the scheduling of a meeting of the Abington curriculum committee pends [inasmuch as the formal submission befits the publicly stated requests of the Superintendent, last week]. {Curiously, Ms. Randi Boyette, ADL’s Education Director, denied a request that a “FREE” handout bbe provided (claiming they are only given to teachers who complete an approved workshop); reference was made to the Echoes and Reflections webpage (which has already been studied). }Robert B. Sklaroff, M.D., F.A.C.P. Medical Oncology/Hematology ® Telephone: [215] 333-4900 B Facsimite: [215] 333-2023 1219 Fairacres Road Rydal, Pennsylvania 19046-2911 5% rsklaroff@amail.com ® 9/22/2016 To: Dr. Amy F. Sichel, Superintendent, Abington School District Dr. James Melchor, Assistant Director of Curriculum, Abington School District {Abington School Board Members ~ Please Distribute} Karen Mulchano, Executive Director, PA State Board of Education Stephanie Jones, Administrative Assistant, PA State Board of Education Sally Flaherty, Curriculum Advisor in Social Studies, PA Department of Education Ray Young, Division Chief, PDE Bureau of Curriculum, Assessment and Instruction Re: Act 70 Implementation @ Abington — Follow-Up — CXLIV Unfortunately, inexplicably, an effort to undermine dependence on the 3-minute rule was not Sustained in MontCo perhaps, as per a legal-consultant, due to reflex fealty to governmental institutions over individual citizens; it is hoped that—following appealiate input—the necessity for localities to adhere to the tenets of the Sunshine Law will have been sustained in case-law. {This would be a vital achievement, for it seems the few cases ID‘ed entailed invoking specific circumstances that did not yield the capacity for a governmental challenger to prevail,} Also, although not desirable [obviously], the District’s effort to amend its Procedures will not affect the ability to invoke violation of an earlier version thereof, indeed, the compulsion to do so Serves to validate the observation that the current state-of-affairs yielded an actionable tort. ‘The existence of Robert Conquest was cited in a 9/19/2016 essay [Homeland Security Proves Robert Conquest’s Third Law Correct] that captures a cynical reaction to the local judiciary {http://theresurgent.com/homeland-security-proves-robert-conquests-third-law-correct/] after ‘no oral explanation was forthcoming from Senior Judge Drayer on Monday; neither the “facts” Nor the “law” support the POs and, therefore, the relevant citation from this essay is of-interest [nttps://en.wikipedia.org/wiki/Robert Conquest#Robert Conquest.£2.80.995 Three Laws of P alitics), particularly recognizing that they are routinely embodied in what Rush Limbaugh says: Robert Conquest’s Three Laws of Politics 1. Everyone is conservative about what he knows best. 2. Any organization not explicitly right-wing sooner or later becomes left-wing. The simplest way to explain the behavior of any bureaucratic {judicial} organization is to assume that itis controlled by a cabal of its enemies. All cynicism aside, this mult-front effort will continue unabated, with results duly disseminated; although those in the District may not believe this posture is accurate, the goal is to achieve the desired endpoint [mandatory implementation of Act 70, c/w legislative intent without sustaining any subsequent efforts to bastardize it), invoking what occurs in Abington as a case-study “foil”Robert B. Sklaroff, M.D., F.A.C.P. Medical Oncology/Hematology ®@ Telephone: [215] 333-4900 & Facsimile: [215] 333-2023 1219 Fairacres Road Rydal, Pennsylvania 19046-2911 3) rsklaroff@gmail.com 8 9/23/2016 To: Dr. Amy F. Sichel, Superintendent, Abington School District Dr. James Melchor, Assistant Director of Curriculum, Abington School District {Abington School Board Members ~ Please Distribute} Karen Mulchano, Executive Director, PA State Board of Education Stephanie Jones, Administrative Assistant, PA State Board of Education Sally Flaherty, Curriculum Advisor in Social Studies, PA Department of Education Ray Young, Division Chief, PDE Bureau of Curriculum, Assessment and Instruction Re: Act 70 Implementation @ Abington — Follow-Up ~ CXLV ‘As noted supra, lamentably, efforts to preserve the ability to speak at School Board meetings {for upwards of 20 minutes has now been relocated to the Commonwealth Court; the order was noted on the MontCo’s Court of Common Pleas website Wednesday-p.m. and, within one day, the filing had been docketed in Harrisburg, (This was no mean feat, because tele-testimony was completed @ 3 p.m., the Court offically closes @ 4 p.m., most personnel depart by 4:30 p.m., but one administrator [who had been alerted] hung around until a few minutes after 5 p.m.; also, the case was discussed with a staff-attorney upon return (as she was driving), during which she clarified the “culture” of what is entailed with a Motion to Expedite. Furthermore, this was a arrow time-window, for tele-testimony was to start on Friday @ 8:30; because the judge didn’t even read the TRO-filing (as detailed in the Motion to Expedite), filing another appeared to be akin to performing a fool's errand. The entire 121-page filing (~35 megabytes) was uploaded. } https://drive.google.com/file/d/OB_pRaTigMHVTTOdtdVUteEg2V2c/view 23, The controlling questions of law presented by Petitioner to this Court for review are as follows {mainstreaming what would be included in a Brief}: (2)—Whether an uncontested violation of explicit local-rules regarding how a governmental agency conducts its public meetings is not obviated if that agency claims retroactively—without citing either an authority or any previously- Promulgated local definition—that it did not violate the Sunshine Law because it had provided “a reasonable opportunity” for public comment. {Suggested Answer: "Yes."} (b)—Whether it cannot be claimed that the Sunshine Law justified limiting Public comment regarding an agenda-item related to “any matter regarding Schoo! affairs"—as opposed to public comment regarding an agenda-item—by claiming such limitation applied generically because it related to “matters of concern, official action or deliberation which are or may be before the board or council prior to taking official action” (despite the inability of a speaker to review the agenda ahead-of-time). {Suggested Answer: “Yes.")E. Concise Statement of the Case Applicability of the Sunshine Act 15. __Agenda-rules promulgated for explicit application during School Board ‘meetings function consequent to explicit Commonwealth Statute 16. No alternate Agenda-rules were generated based on state-law. 17. Neither the Agenda-rules nor the law allows for invoking any other extra-statutory remedy if/when the Agenda-rules are ignored/violated. 18. Therefore, remedies in the statute are explicitly applicable if these internal Agenda-rules have been admittedly ignored/violated. Violation of the Schoo! Board's Procedures, manifest on its Agenda-rules 19. Legal principles of regulatory interpretation recognize that [a]—The holistic nature of laws (and rules related thereto) precludes conjuring internal contradictions, and (b]—"Intent” to differentiate is manifest when a particular clause appears at one site and not at another otherwise-identical ste. 20. Therefore, [a]—Because the second public comment agenda-item references the “3-minute rule” but the first doesn’t, this time-limit did not apply during the first time-frame; [b]—Because the first agenda-item allots 20 minutes each regarding items on the agenda and pedagogic items not on the agenda, comments uttered under the latter’s aegis cannot be prospectively/retroactively claimed to have fallen under the former's aegis (as Justifying their being ruled out-of-order); and [c]—When another speaker doesn’t exist, speaking-time can’t be “apportioned” to a “ghost.” ‘The Petitioner's Position 21. Denying a speaker [Petitioner] the chance to speak for up to 20 minutes violated state-law. 22, The Sunshine Law contains applicable remedies when violated. These two excerpts define the legal question (that seemed to intrigue the staff-attorney) that seems unprecedented in case-law, plus the operational narrative (that has yet to be challenged). The Motion to Expedite was NOT fashioned as triggered by imminent “irreparable harm” le.g., the imminent chop-down of a 300 year-old tree]; itis felt that a subsequent order could unwind what will probably be done during Tuesday's Supplementary School Board meeting although, certainly by design, the necessity to do so will have been impeded due to interim elapsed-time. {Because a clear-head was needed when typing this, this update is being sent-out a day late.}Robert B. Sklaroff, M.D., F.A.C.P. Medical Oncology/Hematology ‘® Telephone: [215] 333-4900 & Facsimile: [215] 333-2023 1219 Fairacres Road Rydal, Pennsyivania 19046-2911 © rsklaroff@amall.com © 9/24/2016 To: Dr. Amy F. Sichel, Superintendent, Abington School District Dr. James Melchor, Assistant Director of Curriculum, Abington School District {Abington School Board Members - Please Distribute} Karen Mulchano, Executive Director, PA State Board of Education Stephanie Jones, Administrative Assistant, PA State Board of Education Sally Flaherty, Curriculum Advisor in Social Studies, PA Department of Education Ray Young, Division Chief, PDE Bureau of Curticulum, Assessment and Instruction Re: Act 70 Implementation @ Abington ~ Follow-Up — CXLVI Not ignored was the latest [promised] response to open-records requests from the District, although it seems the “flag etiquette” component continues to pend. Notwithstanding the fact that the current mind-set is that this is mop-up, its pursuit doesn’t constitute harassment; again, Juicy-info has emerged, even as the OOR-Mediator will again have to be invoked (as anticipated) for definable reasons. For example, recall that requests for “curricula” came up dry, even as the subsequent requests for “course objectives” yielded relevant documents; here, itis anticipated ‘that, through mediation, the following request will be clarified by “translating?” it into lingo that the District uses whenever it accomplishes internal review of coursework (even if not entitled “Review and Evaluation" and even if "Review and Evaluation" is for non-Keystone purpose: RIGHT-TO-KNOW LAW (“RTKL") ‘APPEAL OF DENIAL, PARTIAL DENIAL, OR DEEMED DENIAL Office of Open Records ("OOR") ‘Commonwealth Keystone Building Email: openrecords@pa.gov 400 North St., 4" Floor Fax: (717) 425-5343, Harrisburg, PA 17120-0225 Today's Date: 9/24/2016 Requester Name(s): Robert B. Sklaroff, M.D. ‘Address/City/State/Zip: 1219 Fairacres Road, Rydal, PA 19046-2911, Email: rsklaroff@gmail.com__ Phone/Fax: 215-333-4900/215-333-2023 Request Submitted to Agency Via: x Fax and x E-Mail Date of Request: 8/23/2016, Date of Response: 9/21/2016. Name of Agency: Abington Schoo! District. Address/City/State/Zip: 970 Highland Avenue, Abington, PA 19001-4535, Email: openrecords@abington.k12.pa.us_Phone/Fax: 215-884-4700/215-881-2523 Name & Title of Person Who Denied Request (if any): Christopher Lionet!| was denied access to the following records (REQUIRED): Please remit a copy of all completed "Review and Evaluation” Instruments for Social Studies Programs - inclusive of 4% Grade through 12" Grade - for academic-year 2015-2016; this should inclucle ONLY core-courses [NOT 12 Grade electives] and should include the name of the individuals] who have completed each form [presumably following the format of the blank two-page form employed for "Civics" that was Used to determine whether “the program content clearly reflects assessment anchors and eligible content for the Keystone Exam" The reason supplied for the denial is as follows: A good faith search was made for the records that you request below. No records that are responsive to your Fequest as the "Review and Evaluation" instrument that you observed is not Used for the purpose only as you describe "form [presumably following the format of the blank two-page form employed for ‘Civics’ that was used to determine whether ‘the program content clearly reflects assessment anchors and eligible content for the Keystone Exam']." | requested the listed records from the Agency named above. By signing below, | ‘am appealing the Agency's denial because the requested records are public Fecords in the possession, custody or control of the Agency; the records do not qualify for any exemptions under § 708 of the RTKL, are not protected by a privilege, and are not exempt under any Federal or State law or regulation; and the request was sufficiently specific. | am also appealing for the following reasons: Regardless of the alleged purpose (perhaps limited in some way) for how documents have been used (including how they may have been repurposed), | would like to review the documents; indeed, | would like to review any “Review and Evaluation” instruments used for the relevant non-elective courses in Social Studies and in English. x I have attached a copy of my request for records, as immediately confirmed. (REQUIRED) [page 2] x | have attached a copy of all responses from the Agency regarding my request. (REQUIRED) x | have attached any letters or notices extending the Agency's time to respond to my request. [none] x1 hereby agree to permit the OOR an additional 30 days to issue a final order. x |_am interested in resolving this issue through OOR mediation. This stays the initial OOR deadline for the issuance of a final determination. If mediation is unsuccessful, the OOR has 30 days from the conclusion of the mediation process to issue a final determination. Respectfully submitted, Rebat B. Skloef, HD.