Janie Ward-Engelking — Moved to accept the minutes as written and was identified as the mover of the motion.
Janie Ward-Engelking — Moved to print RS 32-89.
Janie Ward-Engelking — Janie Ward-Engelking asked Ray about her plans to continue her education, including possible study in psychology and advocacy, and whether she had enrolled in any classes yet. The question was later restated for clarity, and Ray responded that she has not enrolled yet but is looking forward to doing so soon.
Janie Ward-Engelking — Senator Ward-Engelking thanked the witness and reflected that, as a former classroom teacher, she believes students and teachers can excel when adequate resources are available, though funding can be slow or insufficient. The witness responded directly, agreeing that resources are key to student success.
Tammy Nichols — Tammy Nichols participated in meeting procedure by seconding the motion to approve the January 21, 2026 minutes, then later being recognized for a motion and moving to send RS 32-91 to print.
Tammy Nichols — Senator Tammy Nichols thanked Ray for being present and asked how difficult it was to learn multiple languages. The chair then referenced her question during the exchange, and the discussion continued with Ray’s response indicating that learning the languages was not very hard.
Carrie Semmelroth — Carrie Semmelroth is introduced to lead the committee through two print hearings, then she introduces herself and explains the origin and purpose of RS 3289 and RS 3291, describing the second as a more substantial code cleanup measure. The sequence then transitions into a related special presentation, with thanks offered and an introduction to a communication technique called spelling to communicate.
Kara Sanders — Kara Sanders was introduced as the first presenter and then opened her remarks by thanking the chair and committee and identifying herself as a certified spelling-to-communicate practitioner. She went on to explain how spelling to communicate works, emphasizing that it allows people to create their own words and sentences, and described the role of a communication regulation partner (CRP).
Ray Ruiz — Ray Ruiz is introduced as a participant who will appear with her mother, Jennifer, and her prepared statement will be presented by Jennifer.
Ray Ruiz — Ray Ruiz’s testimony begins with his introduction as a 25-year-old non-speaker who communicates through spelling to communicate (S2C). He describes speaking Spanish with his mother and grandmother, explains that before S2C people often assumed he did not understand and spoke about him instead of to him, and says presuming competence helps him feel seen. He shares that S2C changed his life, enabled advocacy, and supports his goals of pursuing psychology, advocacy, and marriage. He then explains that his whole-body apraxia requires ongoing communication regulation support and closes by urging educators to include S2C in classrooms and encouraging others to learn about non-speakers and their brilliance. The testimony then continues into a Q&A where Ray is introduced as spelling out answers letter by letter; he says he began spelling at age 23, that learning other languages was hard, that he is not yet enrolled in classes but hopes to do so soon, and that he enjoys many activities and feels happiest when engaged in them.
Jennifer — Jennifer, identified as Ray's mother, is introduced as the person who will present Ray's prepared statement to the committee.
Stella — Stella is introduced as a 14-year-old autistic person who inspired the speaker to get involved. The speaker then identifies herself as Stella’s CRP and continues describing their relationship by sharing that they were able to take Stella on her first flight to Phoenix, with spelling opening up communication and making the trip possible.
Jennifer Ruiz — Jennifer Ruiz introduced herself, identified Ray Ruiz as present, and explained that she is the mother of Ray and Joshua, both adult non-speakers. She stated that she would be representing Ray’s voice during the hearing, and later it was noted that Jennifer and Ray were available to answer committee questions.
Ray — Identified as one of Jennifer Ruiz's adult non-speaking children and the author of the prepared statement.
Ray — Ray is described as having many activities she enjoys and being happiest in advocacy, and the discussion continues into her communication breakthrough—how her daughter’s world opened up and she became able to talk more directly.
Joshua — Identified as Jennifer Ruiz's other adult non-speaking child and a speller.
Kevin Cook — Senator Kevin Cook is called on as the first committee member and then asks Ray how old she was when she started spelling.
Kevin Cook — Senator Kevin Cook is introduced as having questions, then asks Ray’s mother what it was like after 23 years to hear her daughter speak and have her world open up, followed by a brief thank-you to the senator after the testimony.
Kevin Cook — Senator Kevin Cook was directly asked to elaborate on the use of generative AI and how it relates to teacher professional development.
Cindy Carlson — Senator Cindy Carlson is introduced as the next member to ask a question, then asks Ray what her absolute favorite activity is. The chair later references Carlson’s question and Ray’s response, keeping the discussion focused on the same exchange.
Dave Lent — The chair is addressed as Mr. Chairman.
Dave Lent — Mr. Chairman is repeatedly addressed throughout a continuous legislative Q&A exchange, including acknowledgments, responses to Senator Woodward, and follow-up questioning about future implications over the next five to ten years.
Ray's mom — Ray's mom describes the emotional experience of her daughter beginning to communicate after 23 years, saying it felt like a fresh start and an opportunity to truly get to know her daughter for the first time. She concludes that this has been a true gift from God and a miracle.
Dr. Brooke Blevins — Introduces herself and states she is leading the presentation for IACTE.
Brooke Blevins — States her title at the University of Idaho and that she represents IACTE.
James Woodward — Senator James Woodward asked what policy tools the legislature should provide educators to address student behavior, noting that teachers often face difficult classroom behavior without parental support. He then broadened the discussion to whether schools should be viewed as a privilege and suggested that, rather than framing the issue as privileges versus rights, schools may operate with conditions and expectations for participation. Later, he reiterated that schools need consistent expectations, stable environments, and consequences, arguing that students can still thrive even in older buildings when those conditions are present.
Dr. Blevins — Dr. Blevins argued that there is no one-size-fits-all approach to student behavior and discipline, and that education should be treated as a right that is publicly provided and free. He emphasized that managing student behavior is a shared responsibility involving parents, communities, and schools, and said students should not simply be excluded for their behavior. He framed the issue as a partnership that requires helping families understand their role, setting clear expectations, establishing consequences, and providing tiered support and training to address root causes and help students succeed.
Christy Zito — Christy Zito responded to the discussion by disagreeing that things are unchanged, arguing that school conditions are different now because discipline and behavior problems have worsened. She said these issues are contributing to teacher stress and emphasized that policymakers have a responsibility to address them and consider new solutions.