Breakfast & Lunch Menu

Fresh Fruit and Veggies Program Menu

Learn More about Fresh Fruit and Veggies

It’s Fun Trying New Foods!

View our Wellness Policies on Physical Activity and Nutrition.

Our school is eligible to receive additional state and federal funds based on the number and/or percentage of students enrolled who reside in households that meet established federal income guidelines. These data are reported to the Minnesota Department of Education based on applications provided by each household. The Alternate Application for Educational Benefits and instructions on how to complete it are below. A new application must be submitted each year. Your application also helps our school qualify for education funds and discounts.

Return your completed form to:

Automatic Eligibility: Households with children participating in the Supplemental Nutrition Assistance Program (SNAP), Minnesota Family Investment Program (MFIP) or Food Distribution Program on Indian Reservations (FDPIR), and foster children automatically meet the federal income guidelines and do not need to report household income. Foster children who are the legal responsibility of a foster care agency or court are eligible for free meals regardless of household income.

Households that include non-U.S. citizens may be eligible to generate additional revenue for our school and should complete the Alternate Application for Educational Benefits.

Household Members: Include yourself and all other people living in the household, related or not (such as grandparents, other relatives or friends). Include a household member who is temporarily away, such as a college student.

Variable Income: List the amount that you normally get. If you normally get overtime, include it, but not if you get it only sometimes.

Information you provide on the form, and your child’s income status will be protected as private data. See pages 2-3 for more information about how the information is used.

Verification: The information may be checked and we may also ask you to send written proof. If you have other questions or need help, call 612-389-1579.

TJS strives to create a safe and welcoming place for all students. All of us help create this positive and respectful learning environment. The table below offers a summary of the responsibilities we share to create a positive school and district culture:

Positive Behavioral Interventions and Supports (PBIS): A Framework for All Schools

Positive Behavioral Interventions and Supports (PBIS) is an educational, preventive, and restorative approach to behavior. This approach helps TJS create and sustain effective and culturally-inclusive environments that support academic and social success for all students. TJS use PBIS to teach school-wide expectations to all students and recognize students who meet those expectations. Small group and individualized supports are also provided in this approach.

The following systems and practices are foundational to PBIS implementation:

• clear and consistent school-wide expectations that promote positive behavior. These expectations, which reflect the school community, values and culture, are defined, taught, modeled, reinforced and (when necessary) retaught.
• collect and use data (student and staff) to guide how they teach and reinforce the expectations for individual students, groups of students, whole classrooms and school-wide. Data is also used to identify students in need of additional support and match them to interventions and support.
• continually refines its systems and practices as needs change. The goal is to provide positive and equitable behavioral, social, and academic outcomes for all students.

TJS designs its own three-tiered system:

• Tier 1: All students learn the behavior expectations at school. Staff members teach, model and reinforce these expectations throughout the school year.
• Tier 2: Some students receive small-group interventions to practice the behavior taught in Tier 1.
• Tier 3: A few students receive individualized interventions and support.

At each tier, students learn and practice the social-emotional and behavioral skills they need to do well in school and throughout their lives. Supports provided at each tier involve the integration and alignment of practices, programs and supports listed on the next page.

 Restorative Practices

Restorative Practices are ways for a school community to build relationships, problem solve and learn together. In this approach, relationships are the most important way we learn about the world and ourselves. A Restorative Practice school and community believe:

• Everyone in the school community is good, wise, and powerful.
• We are all connected to one another.
• All of us want to be in good, healthy relationships with others.
• We all have talents and gifts we bring to school.
• It takes time, habits and support to build and maintain positive relationships.

Social-Emotional Learning

Social and Emotional Learning is how children and adults learn how to manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. All work collaboratively to support social-emotional learning through HeartMath as well.

Mental Health and Wellness

Mental Health and Wellness refers to the continuum of emotional support available to students and staff. These supports strive to create a safe learning environment, maximize collaboration between students and adults, provide students with choices, create trusting relationships, and empower students to do their best.