Republic of the Philippines

Department of Education
Region XI
Schools Division of the City of Mati
Lupon East District
JOSEFITO TALIMAN ELEMENTARY SCHOOL

SLAC SESSION ( Phil- Iri 2018 Orientation and Implementation)

Date: July 30, 2018

Time Started 3:00 PM

NO. OF TEACHER’S PRESENT: 8

Facilitator: Mrs. Ghiecel A. Dominguez

The New Phil- Iri 2018 needs a thorough discussion and understanding due to stages
that needs to consider before administering the Phil- Iri. Through the Lac session this will serve as
an avenue to better understand how to administer the test. The speaker encourages the teachers to
share their ideas and reactions to clarify vividly every details and informations.

The Phil-IRI is an informal reading inventory composed of graded passages designed

to determine the individual student's performance in oral reading, silent reading and listening
comprehension. These three types of assessments aim to find the student’s independent, instructional
and frustration levels. The data from these measures could be used to design or adjust classroom,
small group or individualized instruction to fit the students’ needs and abilities.

The Phil-IRI is not the sole assessment tool that provides the holistic reading
performance of the students; it only provides an approximation of the students' abilities and could be
used in combination with other reliable tools of assessment. The data shall also serve as one of the
bases in planning, designing/redesigning the reading programs or activities in the school to improve the
overall school reading performance.

It is important for us teachers to study the manual and be oriented on the proper
administration of the 2018 Phil-IRI. Thus, the 2018 Phil IRI has added a new process/ test before
continuing then whole stages to measure the level of the child.

 There are four stages in the administration of the Phil-IRI.

a) Stage 1: Initial Screening Using the Phil-IRI Group Screening Test
 All students from 3rd until 6th grade undergo the Phil-IRI Filipino Group Screening
Test; all students from 4th to 6th grade undergo the Phil-IRI English GST. If Raw
Score is < 14: Student undergoes further assessment, Then, If Raw Score is = or > 14:
-Student continues receiving classroom instruction
-No need to undergo further testing
-No need for reading remediation
 Upon completion of the administration of the GST, the Class Reading Reports are
submitted to the Principal. These contain a summary of the students who performed
equal or above and below the cut-off score.
  However, students who garner a Raw Score that is lower than 14 (74%) need to
undergo further assessment, as this may be an indication that the student is
experiencing difficulty reading at-level text. It is thus necessary to conduct
individualized assessment in order to further describe the child’s reading
performance. The learners will be assessed using the PhilIRI Graded Passages. If a
student garners a score of 13 and below in the Filipino GST, s/he will be given the
Filipino Graded Passages Pre-Test. If the student garners a score of 13 or below in
the English GST, s/he will be given the English Graded Passages Pre-Test. Note that
it is possible for a student to undergo the Phil-IRI Graded Passages in one or both
languages.

b) Stage 2: Administration of the Phil-IRI Graded Passages (Pre-test)

 The Phil-IRI Graded Passages Pre-Tests have a total of four parallel sets (SETS A
to D) that the test-administrator can choose from. The administration of the Phil-
IRI should begin with the Oral Reading Test. There are steps to follow in this stage.
 Step 1 - Determine Starting Point of Graded Passages (depending on Raw
Score in Phil-IRI GST)
 Step 2 - For each passage, compute scores in Word Reading and
Comprehension to identify student’s Reading Levels (Independent,
Instructional, Frustration levels. If performance is at the INDEPENDENT
LEVEL, give a grade level text that is higher to find the INSTRUCTIONAL
LEVEL. IF performance is at the INSTRUCTIONAL LEVEL, give a grade level
higher than the last text read till performance registers at the
FRUSTRATION LEVEL. Once the FRUSTRATION LEVEL has been
identified, give a grade level text lower than the starting point to find the
INDEPENDENT LEVEL. Continue doing so until performance registers at the
INDEPENDENT LEVEL is identified. If performance is at the
FRUSTRATION LEVEL, give a grade level text that is lower to find the
INSTRUCTIONAL LEVEL. Once the INSTRUCTIONAL LEVEL has been
identified, give a grade level text lower to find the INDEPENDENT LEVEL.
Repeat instructions till found.
 Step 3 - (Optional) Administer Listening Comprehension and Silent Reading.
c) Stage 3: Provision of Specialized Instruction/Intervention
 Once all the data describing the child’s reading performance has been gathered, the
teacher may use this information to design an intervention program (i.e. remedial
reading program) or adjust classroom instruction.
 d) Stage 4: Administration of the Phil-IRI Graded Passages (Post Test)
 After receiving specialized instruction, the students will be re-assessed using the
Phil-IRI Posttest Forms. The Phil-IRI Posttests have a total of 4 parallel sets (SETS
A-D) that the testadministrator can choose from. Using these graded passages, the
test administrator must again identify the student’s independent, instructional and
frustration levels. The posttest results may be compared with the pre-test results.
 During the Session forms and passages were provided to the teachers. (Note:
Hence, there were 4 sets of passages given on the manual. The body agreed to
assigned each set to respective administering teacher. (Grade 6- Set A, Grade 5
Set-B, grade 4 Set C and Grade 3 Set D)).

Noted by

Irish T. Sayson
Head Teacher - II
Prepared by

Ghiecel A. Dominguez
School LAC Coor./ Teacher -I