Beyond the classroom
At the Moorhead Community Resource Center, Director James Taylor is helping lead a transformative approach to student attendance for MSD Warren Township one built on data-driven systems and a simple core belief: students show up when their lives outside of school are stable. Through a multi-tiered intervention framework and a hub for wraparound family services, Taylor’s team is tackling the root causes behind absences, from housing instability to lack of transportation. The result is a proactive, community-centered strategy aimed at helping every student reach the district’s “90/90” attendance goal.
At the Moorhead Community Resource Center, Director James Taylor is helping lead a transformative effort to improve student attendance—one that recognizes a simple but powerful truth: students show up when their lives outside of school are stable.
Working in alignment with MSD Warren Township’s broader attendance strategy, Taylor and his team are implementing a structured, data-driven approach that addresses not just absences, but the root causes behind them. The district’s model is built on a “multi-layered” system of accountability, including weekly data reviews, a three-tiered intervention framework, and a strong emphasis on execution and collaboration.
But for Taylor, the work goes beyond systems and spreadsheets.
“Attendance is never just about whether a student wants to come to school,” Taylor said. “It’s about whether they have the support, stability, and resources at home to make showing up possible every day.”
At the heart of the initiative is a cross-functional attendance team that meets weekly to analyze real-time data and coordinate responses. This allows the district to identify patterns early and intervene before occasional absences become chronic. Through Tier 1 supports, schools focus on accurate tracking and immediate re-engagement. Tier 2 provides targeted support for students beginning to show concerning trends, while Tier 3 introduces intensive interventions—often involving family conferences and external partners.
“The goal is to be responsive, not reactive. If we can intervene early, we can change the trajectory for a student before attendance becomes a long-term issue.”
— James Taylor, Director of the Moorhead Community Resource Center
The Moorhead Community Resource Center plays a critical role in that third tier. As a hub for wraparound services, it connects families with resources that address barriers such as housing instability, mental health challenges, and lack of transportation.
“We can’t expect consistent attendance if a family is dealing with eviction, food insecurity, or trauma,” Taylor explained. “Our job is to meet families where they are and remove those barriers so students can focus on learning.”
This philosophy has led to deeper partnerships between schools and community organizations. From mentoring programs to therapy services, the center ensures that families receive holistic support.
Taylor also emphasizes the importance of proactive engagement. Rather than waiting for students to become chronically absent, his team works to identify early warning signs and respond quickly.
“The goal is to be responsive, not reactive,” he said. “If we can intervene early, we can change the trajectory for a student before attendance becomes a long-term issue.”
Underlying all of this work is a district-wide commitment to clear goals, including the “90/90” benchmark—aiming for 90% of students to attend at least 90% of the school year—and limiting absences to no more than five days annually.
For Taylor, those numbers represent more than metrics—they reflect a broader mission.
“When students show up consistently, they’re more likely to succeed academically, socially, and emotionally,” he said. “And when families are stable, attendance takes care of itself. That’s the real work we’re doing.”
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