NOTE: You do not have to read this whole document word-for-word. Please scroll to the sections relevant to your needs/interest!
Hello advocates. Thank you for supporting students in Colorado Springs School District 11 (D11). The majority of the D11 Board of Education is supporting a new instructional materials and library resource reconsideration process. While there can be value in streamlining and updating processes, the proposed changes establish language that will be used to target books with LGBTQIA2+, BIPOC, and other historically marginalized representation in curriculum, resources, and media. Furthermore, this policy takes power away from students, educators, administrators, and parents by concentrating the power to review media in the sole hands of the Board of Education.
Our Asks
While we are not against an update to this policy, edits must be made to protect free speech, representation, and inclusion in schools.
Definitions
- Return the language “reflect an embodiment of diverse perspectives, including historically underrepresented and marginalized voices” to the policy.
- Revise the policy to focus on the types of literature that make up a diverse collection to support student growth and critical thinking, rather than simply preparing to challenge books.
Reconsideration Process
- Revise the policy to ensure there is a review process that includes students, educators, and parents.
- If there are multiple challenges, a committee ensures each piece of media is thoroughly and accurately reviewed by a variety of perspectives.
- Ensure that any book challenged in public session has at least one speaker in defense of each piece of media to ensure a diversity of perspectives when content is challenged.
Other
- Add a section of policy for the approval of content that includes students, educators, and parents.
- Issue an apology to the D11 community for the waste of taxpayer money and illegal destruction of community-approved text books.
Logistics
D11 has fast-tracked this policy by convening a special session to move this policy from Non-Action to Action without public input. Historically, the process would allow for public comment at two meetings before a vote. Removing this opportunity for community input is but one example of the Board of Education trying to silence parents and students in their schools.
Due to this accelerated timeline, there will only be one opportunity for community input before there is a vote on this policy. Please join us in person and send your emails before Wednesday November 5th at 5:30 p.m.
The Colorado Springs Education Association (CSEA) will be hosting a silent vigil at 5 p.m., with a program at 5:30, to uplift the many communities silenced by this policy. Please feel free to join the vigil before the meeting.
Meeting details
Wednesday, November 5th, 5:30 p.m.
Address: 1115 N El Paso St, Colorado Springs, CO 80903
To give public comment, you must sign up between 9 a.m. and 1 p.m. the day of the meeting (November 5th) The link will go live then, and it will be on this page. Keep in mind you will have 3 minutes to deliver your public comment, so keep it concise.
Email details
Emails have no word limit, but brevity and clarity are key. If you are a student, parent, educator, or taxpayer in D11, lead with that so they know they’re hearing from a stakeholder in their community. Send your email to the entire board, addresses below.
Emails for D11
Board President Parth Melpakam – parth.melpakam@d11.org
Vice President Jill Haffley – JILL.HAFFLEY@d11.org
Director Amanda Huber – amanda.huber@d11.org
Secretary Jason Jorgenson – jason.jorgenson@d11.org
Director Sandra Banks – sandra.bankes@d11.org
Director Thomas Carrey – Thomas.Carey@d11.org
Director Julie Ott – julie.ott@d11.org
Public Comment Template:
Public Comment is limited to 3 minutes per person. Please practice your comment while timing yourself to make sure you can give your full comment. If you have more to say, sending an email in addition to your comment is more than okay.
Hi,
My name is ______, and I am a ____ (parent, teacher, student, community member etc.) I appreciate the opportunity to speak on policy IJ.
Opening Statement: (State a clear and concise statement of your position and why it matters.)
Example: All students deserve to see themselves represented in their libraries and classrooms, and policies like this are often abused to take those stories away from them.
Personal Story (if applicable):
Share a brief, relevant story to show how this policy directly impacts the board’s community and constituents, or how similar rules have impacted your life.
Supporting Points: (1-3 Key Arguments and Stories) Any of the talking points below can be used here, personal stories are the most impactful inclusions you can make if you have them.
- Share that policies like this allow for the public to enforce their own definitions of what constitutes obscene or pornographic material, while removing parents and experts from the conversation. Remind the board that they are not curriculum experts and should not be the final decider on challenged books.
- Provide facts, statistics, or personal experience that show why this policy is harmful. Scroll down to talking points for some talking points you can use.
- Expand on a previous point or offer another reason why this issue is important. This could include best practices seen in other districts, legal considerations, or why this policy upsets or frustrates you. Emotions can be powerful!
Call to Action:
(In your own words, specifically state what action you want the board to take.)
Ex. I urge the board to make substantial edits to this policy before allowing it to go to a vote.
Closing (if you want):
“Thank you for your time.”
Email Template:
While there is no limit to how long your email can be, the shorter it is the more likely the Board will read it all. Try to keep your email concise and utilize underlines and bolding to call attention to your most important points.
Subject (Please Personalize!): Community Concerns on Policy IJ
Dear Members of the District 11 Board of Edcuation,
My name is____, and I am writing to you as a _____ (your role, e.g., concerned community member, parent of a student, educator, etc.). I appreciate the opportunity to share my concerns/frustrations regarding your proposed Policy IJ.
Share why this matters to you: (State a clear and concise statement of your position and why it is important.) Example: “All students deserve to see themselves represented in their libraries and classrooms, and policies like this are often abused to take those stories away from them.
A personal story, if applicable: Sharing a brief, relevant personal story can be the most compelling thing people hear and has the most potential to stop them from passing this policy.
Key Points – Any of the talking points below can be used, but personal stories are always powerful additions.
Points can be made in any order, sharing what speaks to you is the most important thing to do.
- Share that policies like this allow for the public to make their own definitions of what constitutes obscene or pornographic material, while removing parents and experts from the conversation. Remind the board that they are not curriculum experts and should not be the final decider on challenged books.
- Provide facts, statistics, or personal experience that show why this policy is harmful. Scroll down to talking points for some resources you can use.
- Expand on a previous point or offer another reason why this issue is important. This could include best practices seen in other districts, legal considerations, or why this policy upsets or frustrates you. Emotions can be powerful!
Call to Action (Specifically state what action you want the Board to take): I urge the board to make substantial edits to this policy before allowing it to go to a vote.
Closing Statement: Remind them of the importance of your request and that you are paying attention to the decisions they are making that hurt LGBTQIA2+ students.
Sincerely, (Your Name)
Contact Information (if you would like them to reach out)
Problems with the Policy Changes
This policy replaces the policies that currently cover instructional resources, library media, and library tech programs (IJJ, IJL, and IJNC). Replacing these will result in the loss of inclusive language and practices while consolidating the power of review solely within the Board of Education. Policy IJ is written to purge books currently in D11 schools on the basis on “obscene” or “pornographic” content. The policies that are being replaced not only make sure content is appropriate, but establish meaningful requirements for diverse, inclusive, and representative content in D11. Those requirements are notably missing in policy IJ. More problems with the policy below:
- Lack of Transparency
- School Board members are elected officials, who work for the students and families in the district. Limiting the opportunities for the public to speak makes it seem as if they don’t have to listen to us, which is not true. The voices that matter most are YOURS — the parents, students, and community in D11.
- The Board rushing this policy through in this manner, when it was not a time-sensitive issue (or an issue at all), shows poor leadership, planning, and professionalism. A school board who is doing nothing wrong should have nothing to hide, and it should want to hear what its constituents have to say.
- State Protections Against Censorship
- In 2024, SB25-063 (AKA the Freedom to Read Act) became Colorado Law. It mandates schools and school districts have policies on reconsidering books that are already in their libraries or classrooms. These protections need to be in place because of unofficial book removal happening in the state, in districts like D11.
- Recently, it came to light that the District ordered pages about sexuality cut out of community-approved health curriculum. Under-the-table censorship is no longer allowed in Colorado, and changes to content must be made publicly. However, in public or in private, this board has a track record of vilifying LGBTQIA2+ students and parents, and we anticipate they will continue to purge content they don’t like with this policy.
- Removing Diversity from the Policy
- Currently Policy IJL states that library professionals need to offer “wide range of materials with diversity of appeal and different points of view” with specific guidance to “reflect an embodiment of diverse perspectives, including historically underrepresented and marginalized voices.”
- Policy IJ does not mention underrepresented and marginalized voices as important additions to a library collection that has a “balanced collection with a diversity of perspectives.”
- Preparing to Purge books
- Additions to the previous policies focus on preparing to remove content that is “obscene” or “pornographic”. Of course, D11’s current policies require content to be catered to students needs at all levels. The only reason to add specific sections for obscenity and pornographic content is to move the goal posts on content that is already in schools by labelling some content as inappropriate.
- This policy anticipates a large volume of reported books already in libraries being subject to community challenges.
- When book bans are implemented, important representation of identities, experiences, and ideas are cut out of student’s lives. Check out PEN America to see what books are often targeted.
- Additions to the previous policies focus on preparing to remove content that is “obscene” or “pornographic”. Of course, D11’s current policies require content to be catered to students needs at all levels. The only reason to add specific sections for obscenity and pornographic content is to move the goal posts on content that is already in schools by labelling some content as inappropriate.
- Reconsideration Process
- Board of Education Power Grab
- The proposed reconsideration process eliminates student, parent, and educator voice and is at odds with Policy AKB, wich states the district’s commitment to Parent Partnership.
- School Board members are elected officials, not experts in child development, literary analysis, or curriculum standards. Media in schools deserve thorough discussion and review not only with the educators who chose them, but with the students who read them and the parents who trust D11 to give their students a comprehensive and inclusive education.
- This Board, through policies such as ACA, JBA, JBAA, IMD, and the repeal of its equity policy, has shown a hostile attitude toward LGBTQIA2+ students and families. If they are the only stakeholders who have a say, they may unilaterally deem LGBTQIA2+ representation as “obscene” or “pornographic” in bad faith.
- If Policy IJ is approved, public challenges to books and media in schools will be scheduled every six months.
- The District will now give more time and attention to media challenges on a regular basis. At any given meeting, it is unknown how many challenges could be allowed, meaning that dozens of books may be up for review each time. Each piece of media requires detailed review that may not be possible with the rate of challenges brought, potentially leading to rushed and uninformed decisions.
- Each book runs the risk of a fight between those who value intellectual freedom and critical thinking and those who are trying force their beliefs on the entire D11 community.
- Who is going to defend the books? – Policy IJ states that “the Board will hear arguments in public session, with opportunity for both sides to be presented.”
- No matter which parent or community member challenges any given book, the Board of education is seemingly relying on public comment to influence their decision. So someone may stand in defense of books which are being put on trial, but there is no guarantee of a defense. Any person, with any political ideology or goal, could challenge any media in front of the Board. Without public defenders for books, there are no safeguards for a thorough, legitimate, or unbiased review of any D11 curriculum. The district, in effect, is putting the entire educational landscape of the district up for debate to the public twice a year.
- Board of Education Power Grab
Talking Points for emails and Public Comments
- Censorship Undermines Education – Banning books limits students’ exposure to diverse ideas, perspectives, and critical thinking opportunities. Education should empower students to explore complex topics and form their own informed opinions, not shield them from reality.
- It Silences Marginalized Voices – Many banned books feature stories from marginalized communities, including LGBTQIA2+ individuals, people of color, and those with different cultural or religious backgrounds. Removing these books erases important narratives and reinforces systemic inequality.
- It Violates Intellectual Freedom – The freedom to read is a cornerstone of democracy. Book bans infringe on students’ and educators’ rights to access information and make choices about what they read and learn.
- It Creates a Chilling Effect for Teachers and Librarians – Educators may feel pressured to self-censor or avoid teaching important topics out of fear of backlash. This undermines their professional integrity and limits the richness of classroom discussions.
- It Disconnects Schools from the Real World – Students live in a diverse and complex society. Shielding them from books that reflect real-world issues—like racism, gender identity, or mental health—doesn’t protect them; it leaves them unprepared to engage thoughtfully and empathetically with others
- Demonstrate the value of literature in your education or life. – Many of us have important memories about the books we read, including those from school. I would not be the same person as I am without books that expanded my perspective and world view beyond my life, country, and time. If you have similar connections to works you’ve read, telling that story can be compelling case for keeping a diverse library of literature and curriculum.