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.

Our staff work closely with families, teachers and school teams to:

• Promote student health and wellness
• Manage school health related care for students (medications, health procedures, chronic condition management, etc.)
• Provide first aid and emergency care for illnesses and injuries
• Teach students skills to manage their health, as developmentally appropriate
• Work with local and state health officials around community health issues

If your child has a health condition that affects learning, requires medication at school, or may lead to a medical emergency, please contact the school’s office as soon as possible.

While health staff support confidentiality around your child’s health condition(s), health information may be shared with TJS teachers and/or other school staff on a need-to-know basis to support student learning, health and safety using the Health Information Form.

This is in accordance with the Family Educational Rights and Privacy (FERPA) Act.

Illness/Absence

Student Attendance

Showing up to school every day is critical for children’s well-being, engagement and learning. Make sure to send children to school if they are:

• Generally healthy and well
• Participating in usual day-to-day activities

Children can even go to school if they:

• Have a mild cold, which may include a runny nose and/or cough
• Have occasional eye drainage without fever, eye pain or eyelid redness
• Have a mild stomach ache
• Have a mild rash with no other symptoms
• Haven’t had a fever in 24 hours and have not taken fever reducing medicine during that time

Children might avoid school due to anxiety (symptoms may include decreased appetite, feeling tired, stomachache, headache etc). If you are worried that your child may be suffering from anxiety, talk with your teacher or TJS staff to discuss the challenge and identify what can help your child stay in school.

If your child has a compromised immune system or is at high risk for complications from common illnesses, please talk to TJS staff about developing a plan with you and your child’s health-care provider to keep your child healthy and safe while attending school.

When to Keep Your Child Home

They have had a temperature of 100 degrees or higher in the past 24 hours. The student may return to school when they are fever-free for 24 hours without the use of fever-reducing medication

• They have an undiagnosed rash with symptoms of illness
• They have vomited 2 or more times within the past 24 hours
• They have uncontrolled diarrhea and need to use the bathroom frequently
• They have an uncontrolled cough or shortness of breath, not responding to medication
• They feel too ill to remain in class and benefit from attending school
• They have been advised by a healthcare provider to stay home from school

Student Absence

It is important to report your child’s absence each day your child misses school. Please call the school or use the form on the TJS website and report your child’s:

• Name
• Grade
• Reason for absence
• If your child has symptoms of, or has been diagnosed with, any communicable diseases (such as influenza, chicken pox, strep throat, COVID-19, etc) please provide that information to the school office

Illness at School

If your child becomes ill at school and needs to go home, the office staff will contact a parent/guardian.

• It is important for parents/guardians to provide current contact information and update the school with any changes
• It is important for parents/guardians to provide 1-2 emergency contacts that are will be called in the event parents/guardians cannot be reached
• If staff are unable to reach parents/guardians and determine that the student must go home, the emergency contacts will then be called
• Your child will not be allowed to leave with any person who is not listed as an emergency contact unless verbal permission is obtained by a parent/guardian to allow an alternate person to pick up your student

Illness Notifications

TJS takes guidance from Saint Paul Ramsey County Public Health, Minnesota Department of Health (MDH), and follows guidelines for disease prevention and control.

If school staff become aware of three or more cases of potentially contagious illness or health conditions within a classroom over the course of a month, a notification will be sent to the classroom.

Diseases and/or health conditions for which notifications will be sent by the school nurse based on the three or more known cases in a classroom include, but are not limited to, the following:

• Covid 19
• Croup
• Fifth disease (parvovirus)
• Head Lice
• Impetigo
• Influenza
• Meningococcal disease
• Methicillin-resistant Staphylococcus aureus (MRSA)
• Norovirus
• Pneumonia
• Respiratory syncytial virus (RSV) infection
• Ringworm
• Scabies
• Staph Infection
• Strep Throat

If your child has any of the above illnesses, please contact the school office to determine next steps which may include exclusion information.

There are other less common communicable diseases that are nurses are required to report to the MN Department of Health. For more information, please see the Infectious Diseases in Childcare Settings and Schools Manual from MDE (PDF).

Healthcare Management at School

Healthcare for Students During the School Day

Specialized care cannot be performed without written order from a prescribing healthcare provider as well as written consent from the parent/guardian

• Healthcare provider orders must be renewed annually or whenever there is a change of service
• The supplies and equipment needed should be provided by the parent/guardian
• Many of today’s students have special dietary needs. When students need modifications or substitutions to the school meal, families are asked to complete a Special Diet Statement, that must be signed by a licensed healthcare provider. Families are also reminded to communicate diet needs and accommodation information to school office staff
• If your student has an emergency care plan (seizure, anaphylaxis, asthma, diabetes etc.) provide a copy to the school office

Emergency Medical Services/911

In an emergency, school staff will call 911 right away. When in doubt, we don’t delay. Staff stay on the line with the dispatcher, follow instructions, and make sure first responders can quickly reach the student.

Families are notified as soon as possible and may not prevent staff from contacting 911 during an emergency.

Once EMS arrives, they take over medical care. Staff share any important student and/or health information needed to keep the student safe. During these situations, privacy laws such as HIPAA and FERPA do not limit sharing essential details with emergency responders. Minnesota law also allows necessary medical treatment for minors in urgent, life‑threatening situations without parent or guardian consent.

Medication and Medical Procedures Needed at School

Medication or Treatments During the School Day

Due to a health condition, your student may need to take medication or have a medical procedure administered during the school day

• Written parental/guardian authorization is required for any medication given during the school day
• In cases where medication is prescribed for short-term use and required to be administered 3 times daily, students are encouraged not to bring the medication to school but to instead take their dose upon returning home in the afternoon
• Healthcare provider authorization is required for prescription medication intended to be taken for more than 2 weeks and/or if the medication is controlled
• Medication to be given in school must be supplied in the original container or prescription bottle
• TJS does not supply ‘stock’ over-the-counter medication such as Tylenol or Advil to students

Self Carrying Medication at School

• State law permits select medications to be self-carried and administered by the student at school (i.e. insulin, inhaler, pain relievers) with written parent/guardian permission, and in some cases, healthcare provider authorization as well
• If a student requests to self-administer medication, office staff will assess the student’s ability to administer the medication accurately and appropriately
• Students of any age with demonstrated competency can carry an inhaler (asthma medications), Epi-Pen, or insulin. However, only secondary students, grades 6-12 are allowed to carry over-the-counter (OTC) pain relievers (e.g. Tylenol, Advil, and ibuprofen)
• The privilege to self-medicate can be revoked at any time if unsafe use of medication is observed

Medication & Treatment Permission Forms

• Authorization for the Administration of Prescribed Medication/Treatment
• Authorization for Administration of Over-the-Counter Medication

If your child has anaphylaxis, asthma, diabetes, and/or seizures, please contact your healthcare provider to obtain a copy of your child’s action plan. A new plan is needed each calendar year or when there are any changes. Share the plan with the health office at your child’s school. You must also complete the Authorization for the Administration of Medication/Treatment in order to allow the school to follow the healthcare provider’s action plan.

Immunizations Needed for School

Immunization Information

Vaccinations given on time throughout childhood are essential to helping provide immunity to children before they are exposed to potentially life-threatening diseases. Vaccines are tested to ensure that they are safe and effective for children. We follow the Minnesota Department of Health’s guidance for immunization compliance.

Students are required by law to receive certain vaccines for school or submit an exemption. This requirement applies for all public, private, online, and home schools in Minnesota including early childhood programs.

To see how many total doses of each vaccine your child needs for their grade, view this form:
Grades K-12: Minnesota K-12 Immunization Law Requirements from MDH (PDF)

The back side of this form can be used to document an exemption for medical reasons or if you are opting for a non-medical exemption due to personal beliefs. Non-medical exemption forms must be notarized.

Influenza (flu), COVID-19, Human Papillomavirus (HPV), Meningococcal B (MenB) and other vaccines are recommended, but not required for children to ensure they are fully protected. Talk to your health care provider about when your child should receive these immunizations.

Make sure your child has received all of the required immunizations before their first day of school or submit an exemption. Submit a copy of your child’s immunization record to their school. You can get a copy of their record from the clinic or find their record on Find My Immunization Record.

Minnesota has two programs that help ensure children and adults are vaccinated on time by preventing cost from being a barrier to access. The Minnesota Vaccines for Children (MnVFC) program offers free or low-cost vaccines to children who are eligible and 18 years of age and younger. The Uninsured and Underinsured Adult Vaccine (UUAV) Program offers free or low-cost vaccines for eligible adults 19 years of age and older. Link to find: MnVFC and UUAV locations

TJS participates in the Minnesota Immunization Information Connection (https://www.health.state.mn.us/people/immunize/miic/index.html).

Sports Physicals

Participating in Athletics

Students participating in sports are required to have a physical exam on file that was performed within the last three years. Sports physical eligibility forms are available on The Journey School website: https://www.thejourneyschool.org/wp-content/uploads/2026/06/2026-2027-sports-physical-form.pdf

Vision/Hearing Screening

Impaired vision and/or hearing can drastically impact a child’s ability to learn. At TJS, school health office staff are trained to identify vision and hearing issues and to work with families to find solutions. We routinely screen students onsite at school.

• TJS works in collaboration with community partners for students in grades K, 1, 3, 5, and 9 (when resources are available)
• Additional vision or hearing screening may be requested by teacher, parent, or student, or when a student is referred and/or evaluated for specialized services
• Parent/Guardian will be notified of students who do not pass screening. They will receive a referral form that should be completed by a healthcare provider and then returned to the school health office

• School staff will inform the parents/guardians of any student whose behavior is in conflict with established expectations and procedures.
• School staff are expected to document, in the student’s behavior record, incidents of behaviors that are managed outside the classroom.
• Students, their parents/guardians and school staff are responsible for working collaboratively to support the expectations and procedures outlined in the Student Behavior Handbook.

Administrative Actions and Levels of Behavior Violations

Behaviors are divided into five levels. A Level 1 violation is the least severe (usually managed in the classroom), and a Level 5 violation is the most severe. For each violation on the Levels of Behavior Violations charts, there is a defined range of levels or responses; whichever level the first (•) appears under is the minimum response and whichever level the last (•) appears under is the maximum response. There are also examples of interventions and responses which:

• Correct and teach positive behavior so students can learn and be safe and respectful.
• Provide examples of appropriate administrative action.
• Make every reasonable effort to repair harm and address behavior concerns using interventions and the least severe response that is appropriate.

The following factors must be considered prior to developing interventions or assigning administrative action:

• The student’s age, maturity, intention and understanding of the impact of the behavior
• The student’s ability to repair harm caused by the behavior
• The student’s willingness to repair harm caused by the behavior
• The student’s disciplinary record including the nature of prior behavior, the number of prior instances of behavior, and the interventions and administrative action applied
• The nature, severity, and scope of the behavior
• The circumstances and context in which the behavior occurred, including its impact on the learning environment
• The student’s individualized Education Plan (IEP) or 504 plan, if applicable

Full and Equitable Participation in Early Learning per the Pupil Fair Dismissal Act:

A pupil enrolled in a preschool or pre-kindergarten program, including a child participating in early childhood family education, school readiness, school readiness plus, voluntary prekindergarten, Head Start, or other school-based preschool or prekindergarten program, or kindergarten through grade 3 is not subject to dismissals of one school day or more under this Handbook, subject to state and federal law for students receiving special education services. Expulsions and exclusions may be used only after resources outlined below have been exhausted, and only in circumstances where there is an ongoing serious safety threat to the child or others.

Non Exclusionary discipline must include at least one of the following:

1. collaborating with the pupil’s family or guardian, child mental health consultant or provider, education specialist, student support staff or other community-based support;
2. creating a plan, written with the parent or guardian, that details the action and support needed for the pupil to fully participate in the current educational program, including a preschool or prekindergarten program; or
3. providing a referral for needed support services, including parenting education, other supportive education interventions, or, where appropriate, an evaluation to determine if the pupil is eligible for special education services or section 504 services.

Note: Please refer to the glossary for additional terms and definitions, related Minnesota statutory references, and other information.

Next up: Levels of Behavior Violations