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Hello!
My name is Natasha (Tasha) Mallak. I am one of the school psychologists in the Medford Area Public School District. I started my career teaching elementary special education and kindergarten.
During the 2025-2026 school year, I am primarily working out of Stetsonville Elementary School and also supporting grades pre-kindergarten through kindergarten at the Medford Area Elementary School. My role in Stetsonville lets me address the many ways a school psychologist can help students, families, and staff. The link HERE will take you to a page that explains the training and role of a school psychologist.
Please use this webpage as a resource. I have included materials and supports for parents that are commonly referenced in the school setting.
Behavior and Social Emotional Support
At the Medford and Stetsonville Elementary Schools, a system is in place that your child may refer to as Positive Behavior Intervention and Support (PBIS). This system is used in order to teach and reinforce positive behaviors in the school setting. Please feel free to explore Mrs. Faude's website, the PBIS coordinator at Medford Area Elementary School, by selecting the button imediately below.
A Note for Parents
A Note for Parents
Your input is very important in the evaluation process. While teachers and school staff see your child at school, you know your child best at home and in the community. The information you share here helps us understand your child’s history, strengths, and needs, and ensures that we create a plan that supports your child in every setting. Thank you for being a key part of the team! Please click HERE to complete a parent questionnaire.
Parent and Teacher Activities and Information
Click HERE for helpful activities and information for parents and teachers.
***I’ll continue adding helpful resources to this website to make it easier to understand school supports and the evaluation process.***
Evaluation Timeline
Evaluation Timeline
This visual was originally posted to the
Wisconsin Department of Public Instruction Website.
A written explanation of the timeline can be found HERE
What do I sign???
What do I sign???
The evaluation process involves both documents that require a parent/guardian signature and those that do not. In the visual, items marked with a red circle and check mark indicate the paperwork that must be signed by a consenting adult.
Release of Information
Why Release of Information (ROI) Forms Are Important in School Evaluations
Why Release of Information (ROI) Forms Are Important in School Evaluations
When schools evaluate a student for special education or support services, we want to build the most accurate and complete picture of the child’s needs and strengths. A Release of Information (ROI) form allows parents/guardians to give permission for the school to share and receive information with outside professionals (such as doctors, therapists, or clinics).
Coming Soon-Prefilled Release of Information Forms
Coming Soon-Prefilled Release of Information Forms
What Does this All Mean?!?!
The links below will take you to information that may be helpful if you have any questions.
This document provides an introduction to special education in Wisconsin, focusing on the roles of parents, the Individualized Education Program (IEP) process, and available resources.
"Special Education in Plain Language" is a user-friendly handbook designed to help parents, school professionals, and others understand the complex laws, policies, and practices surrounding special education in Wisconsin. It serves as a guide for navigating the procedures involved in determining a child's eligibility for special education and the subsequent development of an Individualized Education Program (IEP).
The resource shares information about questions pertaining to the supports that are available in school. Understood.org explains the page as a way to "find out how students qualify for IEPs, special education, or 504 plans."
Supporting Neurodiverse Learners
The Supporting Neurodiverse Students (SNS) Professional Learning System is supported through a grant from Wisconsin DPI and includes training, coaching, virtual cohorts, resources, and technical assistance to support educators and families serving students with disability-related needs in the area of social and emotional learning (SEL).
-The Supporting Neurodiverse Students Professional Learning Grant (CFDA# 84.027A) with support from Wisconsin DPI
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