Division Level

PhilIRI School Dashboard: Irisan ES (221505)

PhilIRI English Elementary | School Year: 2024-2025

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117
Total Learners (Post)
38.5%
% Independent (Post)
50.4%
% Instructional (Post)
9.4%
% Frustration (Post)
1.7%
% Non-Reader (Post)
Instructional
Top Reading Level
Multi-Year Reading Level Trend
Multi-Year Trend Insights
  • No trend data available for this school and year.
Pre-Test, Mid-Term, and Post-Test Comparison by Grade Level
Grade Independent Instructional Frustration Non-Reader
PreMidPost PreMidPost PreMidPost PreMidPost
4 12 15 22 17 20 21 16 10 5 0 0 0
5 0 9 10 22 15 16 6 4 1 0 0 2
6 13 14 13 16 19 22 12 8 5 0 0 0
Insights
  • Grade 4: More students moved to Independent. Instructional increased, possibly from Frustration or Non-Reader. Frustration decreased.
  • Grade 5: More students moved to Independent. Instructional decreased as more students moved to Independent. Frustration decreased. Non-Readers increased. Immediate intervention needed.
  • Grade 6: Instructional increased, possibly from Frustration or Non-Reader. Frustration decreased.
Reading Level Distribution (Post-Assessment)
Grade Level 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.