Special Education

Welcome to the Menomonie High School Special Education Webpage! At this site, you will find information about the 2015-2016 Registration Handbook, department contacts, department assignments, information regarding Individualized Education Plans, and links to other related websites.

Special Education Teachers and Paraeducators:



Individualized Education Plans (IEPs)

The IEP process is complex, but it's also an effective way to develop a plan that addresses how your child learns and functions.If you have concerns, don't hesitate to ask questions about theevaluation findings or the goals recommended by the team. You know your child best and should play a central role in creating a learning plan tailored to your child's specific needs. IEP Meetings are held annually and include a team of individuals all working to address your child's specific needs. An IEP meetinginvite is typically sent out 10 days before the scheduled meetingdate.   For more information on IEPs, click here



LD Caseload Management

Grade Teacher(s)
Seniors Michelle Kressin, Matt Flug, Shanen Stainer
Juniors Matt Flug, Michelle Kressin, Shanen Stainer
Sophomores Maria Drazkowski, Shanen Stainer
Freshmen Maria Drazkowski, Shanen Stainer


EBD Caseload Management

Grade Teacher(s)
Seniors Mike Berg , Shanen Stainer, Ben Gilbert
Juniors Mike Berg , Shanen Stainer, Ben Gilbert
Sophomores Mike Berg, Shanen Stainer, Ben Gilbert
Freshmen Mike Berg , Shanen Stainer, Ben Gilbert



Freshmen-Seniors Caren Husby



Freshmen-Seniors Leslie Schmidt



Cheryl Gust Cross Catagorical
Tricia Dresel Cross Catagorical
Deb Stolhand Cross Catagorical
Judy Ryder Cross Catagorical
Myrna Berg ID 
Jody Alton                       ID
Sandy Scott ID




Transition Information


The Dunn/Pepin Transition Council members seek to coordinate educational programs and community services for Youthwith disabilities while in school and after exiting high school.Their primary purposes are:

            1.  To encourage collaboration among schools, agencies,students, families, and guardians.

            2.  To advocate for effective and efficient coordination ofservices for the identified population of students

            3.  To advocate for transition planning and servers forstudents beginning at age 14

Dunn Pepin Transition Council Interagency

 Agreement (see Dunn Pepin Transition CouncilInteragency Agreement)

The purpose of this agreement is to support thetransition of students with disabilities from secondary schools tointegrated employment, post-secondary education or training, andindependent living in the community through improved cooperativeand collaborative efforts among relevant service providers. Theseproviders include, but are not limited to, the local educationagencies, district office of the Division of VocationalRehabilitation (DVR), Dunn and Pepin County Human Services,Community Health Partnership, Inc., Workforce Development Board,and the Wisconsin Technical College System-Chippewa Valleycampuses.  This group of representatives, which functionwithin the Dunn County Transition Council, will subsequently beknown as the "Collaborative Transition Team."  The Councilwill work together to access transition services for students withdisabilities [pursuant to the Individuals with DisabilitiesEducation Act (IDEA), the Carl Perkins Vocational and AppliedTechnology Education Act, the Rehabilitation Act, the (WIA), andthe Developmental Disabilities Act] while they are enrolled in highschool, and to prevent an interruption of services between the timethat a student exits school and when adult services areinitiated.

To achieve the stated purpose, the cooperating agencieswill work together to accomplish the following goals if neededand/or appropriate:

 A.       Students with disabilities electing the option of employment uponschool exit will be preparedfor       employment by the schooland will be employed in a job appropriate to their preferences,knowledge, skills and abilities through cooperative services fromvocational rehabilitation, human services, and the local WorkforceDevelopment Board.

 B.       Students with disabilities so choosing and based on theirknowledge, skills, abilities, preferences, and eligibilitycriteria, will have taken the high school course prerequisites,will be enrolled in post-secondary education or training uponexiting school and will successfully complete the program throughcooperative services from:  Wisconsin Technical College System- Chippewa Valley campuses; Vocational Rehabilitation; HumanServices;and                                                                (WIA) services through the Workforce DevelopmentBoard.

C.        Studentswith disabilities will, upon school exit, have a plan developedwith community agencies to achieve a level of independent communityliving commensurate with their preferences, knowledge, skills, andabilities through cooperative services from the school, vocationalrehabilitation, human services, community organizations, andnatural support systems.

 D.       Schools will implement policies and practices that prepare studentsfor community employment, integrated recreation and leisureactivities, as well as develop personal management skills thatallow for the greatest level of independence in social,residential, educational and employment settings.

 E.       Students with disabilities and their parents/guardians will beprovided opportunity for training on self-advocacy skills to elicittheir active involvement and informed choices in planning theirhigh school experience and transition goals through the IEP, IWRP,and Individual Service Plan (ISP) processes.

 F.        Agencies and schools will expand employment opportunities forstudents with disabilities through participation on the districts'Education for Employment/School to Work Council; the integration ofstudents into co-op programs; the development of integrated and/orsupported employment programs in the community; the provision ofjob counseling and job placement services; shared professionalin-service opportunities; and coordination with the businesscommunity.

 G.       Agencies will coordinate activities among all involved segments ofthe community toward the purposes stated in thisagreement.


Acronyms related to Transion and SpecialEducation

CILWW - Center for Independent Living for WesternWisconsin

CVTC - Chippewa Valley Technical College

DCTC - Dunn County Transition Council

DVR - Division of Vocational Rehabilitation

PWI - Projects with Industry

DPI - Department of Public Instruction

LSS - Lutheran Social Services

SVRI - Stout Vocational RehabilitationInstitute

ATAC - Assistive Technology AssessmentCenter

UCP - United Cerebral Palsy

WFR - Workforce Resource

DHS - Department of Human Services

CHP - Community Help Partnership

BDHH - Bureau for Deaf and Hard of Hearing

CESA - Cooperative Educational ServiceAgency

SES - Supported Employment Services

ARC - Association for Retarded Citizens

FSET - Food Stamp Employment TrainingProgram

LEA - Local Education Agencies

CSP - Community Support Program

CIP - Community Integration Program

COP - Community Options Program

LVA - Literacy Volunteers of America

SSA - Social Security Administration

WIA - Workforce Investment Act

WI - DWD - Wisconsin Department of Workforce for acutesy granulation ground and family to impact willDevelopment

DOL - Department of Labor

WSTI - Wisconsin Statewide TransitionInitiative

FRC - Family Resource Coalition

PA - Positive Alternatives

UWRF - University of Wisconsin - RiverFalls

REACH - Regional Enterprises for Adults

Additional Files