Robbinsdale Area Schools

Student Handbook

Dave Engstrom


Dear Robbinsdale Area Schools Family,

As your new superintendent, I am writing my first introduction to this important publication. In my own words, I believe these are its messages.


  • Try your best to come to school every day.
  • Treat everyone with respect, kindness, and patience.
  • Enjoy learning!


  • Know that our school and district staff are here for you, too.
  • Help your student understand their responsibilities to others.
  • Contact us with your questions or concerns.

For our part, the staff members of our district promise to:

  • See, hear, and know every student.
  • Strive to understand what makes each student unique.
  • Keep our schools vibrant places to learn.

I am honored to be with you in Robbinsdale Area Schools. I look forward to meeting you, at school or out and about in the community.

David Engstrom

2020-2021 Student Academic and Behavior Handbook

One student is reading while another student works on their laptop in the classroom
A student concentrates in class.
A student practices the cello

Safe and Civil Schools Statement

Robbinsdale Area Schools recognizes the importance of supporting a positive school climate and culture, as well as increasing supports to students and staff across the district. Safe and Civil Schools has been adopted as the district’s framework for enhancing learning and engagement across all school settings. The goal of Safe and Civil Schools is to support teachers and school staff to create workable, effective solutions to problem behaviors at school.

In addition to the district-wide Handbook, each school has developed school-wide expectations/behavior plans, and licensed teachers have their own classroom management and discipline plan(s) aligned with the philosophy of Safe and Civil Schools. This plan includes strategies for teaching and encouraging expected behaviors. Each teacher communicates their plan to parents/guardians and students - including strategies for teaching and reinforcing behavior, and strategies for providing consequences for both positive and negative behavior.

Shared Responsibilities

Increasing Safety, Engagement and Responsibility
The safety and security of all students are our highest priorities, and we are committed to providing an enriching learning environment. Our intention is to provide positive, corrective instruction to students who fail to meet behavioral expectations. To ensure a positive learning environment at all district sites, all stakeholders have an important role.

High school students work on a project together.
Middle school students work on a group project.
Elementary students in their classroom

Multi-Tiered System of Supports

Multi-Tiered System of Supports (MTSS) is a framework for helping all learners succeed by matching interventions, instruction and assessment to the personalized needs of learners. It is a whole school, data-driven, prevention-based framework for improving learning outcomes for EVERY student through a layered continuum of evidence-based systems. MTSS includes social and emotional learning (SEL) and academic instruction and supports.

According to the Minnesota Department of Education (2017): “The Minnesota Department of Education (MDE) advocates the use of MTSS to increase the number of students meeting grade-level standards and graduating with skills for further education and work careers. The majority of MDE’s work with MTSS is connected to implementing the Minnesota K-12 Academic Standards with fidelity and building additional intervention supports to increase student achievement for all students.”

Goals for the Student Handbook

At Robbinsdale Area Schools, our goal is to create a safe and supportive climate and culture for all of our students. Each year, the Robbinsdale Area School Board adopts a district-wide handbook to provide guidelines for the teaching and implementation of expected behaviors. 

Students must follow the district-wide Handbook before, during and after school. The Handbook is in effect inside school buildings, on school grounds, and at school-related activities and events. Students also must follow these rules while traveling on vehicles funded by Robbinsdale Area Schools. When misbehavior involves communication, gestures or expressive behavior, the infraction applies to oral, written or electronic communications, including but not limited to texting, emailing and social networking

FAIR Crystal Student Council
Students make silly faces during lunch
An elementary teacher works with a student one-on-one

Levels of Corrective Strategies

The Handbook holds students accountable for their behavior. Infractions are grouped into four progressive levels based on the severity of the infraction. Whenever possible and appropriate, the response to misconduct should begin with the lowest level of disciplinary response and should include appropriate supports and interventions.

Each level provides the district-wide expectations, examples of expected behavior, infractions of expectations and choices to address student infractions. Definitions for each behavior are included at the end of each level. These examples are not intended to be exhaustive lists; that is, the behaviors covered by the definitions include, but are not limited to, the examples given.

Additional Expectations and Guidelines

Support Options

Parent/Guardian Guide and Refusal to Student Participation in State-Wide Testing Form

The Minnesota Comprehensive Assessments (MCAs) and alternate assessment, Minnesota Test of Academic Skills (MTAS), are the state-wide tests that help districts measure student progress toward Minnesota’s academic standards and meet the requirements of the Elementary and Secondary Education Act (ESEA). Students take one test in each subject. Most students take the MCA, but students who receive special education services and meet eligibility criteria may take the MTAS.

PLEASE NOTE: Minnesota Comprehensive Assessments scores are used in determining course placement at Minnesota State Colleges and Universities. A student’s MCA score could potentially save families significant money by demonstrating that students do not need to take non-credit bearing
developmental courses. For more information, please visit the MDE’s website.

Additional Resources