When the pandemic began subsiding in the middle of the year 2022, the promulgation of DepEd Order No. 34 series of 2022 issuing 5-day classes for public school and a voluntary compliance for private schools, the shift from the concerns during pandemic to face-to-face classes became the focus on nurturing learners in Talangan Integrated National High School, Nagcarlan, Laguna, Philippines. This called for the revision of the former Project VACSIN (Validating Academic Compliance of Students through Interventions, 2020-2022) which dealt with the learner compliance in submission of modular output. This time of 5-day classes also recounted the problem during the pre-pandemic, the tardiness of learners, which was solved through Project STAR (Solving Tardiness through Academic Resiliency, 2016-2019). Combining the concept of the two preceding projects, this project which was implemented this school year 2022-2023 dealt with tardiness in coming to school, absenteeism, and having low academic performance. This Project 5-DAYSS (5 Developmental Assistance Yielding Student Success) has five interventions which are fitted for the present implementation of five-day attendance in school. They are the following: (1) punctuality monitoring, (2) rigid checking of attendance, (3) enhancement activity, (4) guardian connection, and (5) maxim board. Through this project, during the first year of implementation, s.y. 2022-2023, tardiness decreased by 50% during the first semester, and 8.33% during the second semester. Absenteeism was reduced by 63.22% during the first semester, and 23.88% during the second semester. Meanwhile, learners lagging behind were reduced by 22.69% during the first semester, and 26.53% during the second semester. Parents and learners provided favorable feedback in the implementation of this continuous improvement project. Implementation of this scheme is thus recommended for the whole school, and even to other schools in nearby communities. For the second year of implementation, s.y. 2023-2024, tardiness decreased by 27.59% during the first semester, and 47% during the second semester. Absenteeism was reduced by 34.09% during the first semester, and 26.03% during the second semester. Meanwhile, learners lagging behind were reduced by 38.89% during the first semester, and 50.96% during the second semester. The team reflected on the benefits of the maxim board, noting its role in providing guidance and moral lessons to their advisory classes. They observed that wisdom extends beyond academics. Through Project 5DAYSS, their instructional leadership was enhanced, allowing them to offer instructional materials and exercises to help students catch up. Collaboration with peers was another significant benefit, fostering idea exchange and professional growth. Monitoring daily attendance improved classroom management and student discipline, with most students arriving on time. The project also enhanced their roles as effective classroom managers and guidance counselors, enabling better coordination with parents. Teachers expressed eagerness to participate in similar projects in the future, recognizing the positive impact on their career growth and student relationships. Overall, Project 5-DAYSS promoted responsibility and regular participation among students, stakeholders and the school towards quality education.

tardiness

absenteeism

academic performance

parent

teacher

learner

stakeholder

collaboration