District Dashboard: District 9
PhilIRI English Elementary | School Year: 2024-2025
4
Total Schools
499
Total Learners (Post)
51.5%
% Independent (Post)
36.3%
% Instructional (Post)
12.2%
% Frustration (Post)
0.0%
% Non-Reader (Post)
Multi-Year Reading Level Trend
Reading Level Distribution (Post-Assessment)
Grade Level Performance
School Performance in District 9
| Rank | School | School ID | % Independent (Post) | % Instructional (Post) | % Frustration (Post) | % Non-Reader (Post) | Top Reading Level | Total Learners | Actions |
|---|---|---|---|---|---|---|---|---|---|
| 1 | Alfonso Tabora ES | 136392 | 67.2% | 23.9% | 9.0% | 0.0% | Independent | 67 | View Details |
| 2 | Magsaysay ES | 136395 | 33.6% | 48.6% | 17.9% | 0.0% | Instructional | 140 | View Details |
| 3 | Pinget ES | 136396 | 55.9% | 33.0% | 11.2% | 0.0% | Independent | 179 | View Details |
| 4 | Quirino Hill ES | 136398 | 57.5% | 33.6% | 8.8% | 0.0% | Independent | 113 | View Details |
Reference:
DepEd Order No. 14, s. 2018 — “Policy Guidelines on the Administration of the Revised Philippine Informal Reading Inventory (Phil-IRI)”
and the Revised Phil-IRI Manual of Administration and Scoring (2018)
These documents define Independent, Instructional, and Frustration as Reading Levels based on oral reading accuracy and comprehension performance.
DepEd Order No. 14, s. 2018 — “Policy Guidelines on the Administration of the Revised Philippine Informal Reading Inventory (Phil-IRI)”
and the Revised Phil-IRI Manual of Administration and Scoring (2018)
These documents define Independent, Instructional, and Frustration as Reading Levels based on oral reading accuracy and comprehension performance.
Proficiency Level Definitions (DepEd Order No. 14, s. 2018 & Revised Manual)
| Proficiency Band | Definition | Oral Reading Accuracy | Comprehension Score | Interpretation |
|---|---|---|---|---|
| Independent | The learner can read fluently and comprehend the text without assistance. | 97% or higher | 80–100% (8–10 correct answers out of 10) | Learner can independently use reading materials; may work on self-paced activities. |
| Instructional | The learner reads with minor help and understands the text with guidance. | 90–96% | 60–79% (6–7 correct answers out of 10) | Learner benefits from guided or small-group reading. |
| Frustration | The learner struggles to read and cannot understand the text effectively. | Below 90% | Below 60% (5 or fewer correct answers out of 10) | Learner needs immediate reading intervention. |
| Non-Reader | The learner cannot yet decode or recognize words, or reads below CVC level. | Not measurable | Not applicable | Learner cannot participate in standard reading tasks; urgent foundational reading support needed. |