IRIP Checklist Key Stage 1

IRIP Checklist Key Stage 1: Your Complete Guide + Free Download (SY 2026–2027)

If you’re a Grade 1, 2, or 3 teacher under DepEd’s ARAL-Reading Program, chances are you’ve already heard of the IRIP Checklist for Key Stage 1 — but filling it out correctly (and understanding why each section matters) is a different story. This guide breaks everything down for you, from what IRIP stands for to how to use the checklist in your actual classroom. And yes — you can download the file for free at the end of this article.

What Is the IRIP Checklist?

IRIP stands for Individualized Reading Intervention Plan. It is an official DepEd document — specifically Annex C (Enclosure No. 3) to DepEd Memorandum No. 064, s. 2025 — that serves as a personalized tracking tool for struggling readers enrolled in the ARAL-Reading Program.

Think of it as a reading roadmap tailored to each learner. Instead of a one-size-fits-all approach, the IRIP helps you — the teacher or tutor — identify exactly where a child is in their reading development and what needs to be taught next.

Key fact: The ARAL-Reading Program began in the second quarter of SY 2026–2027, in accordance with RA 12028 and DepEd Order No. 018, s. 2025. The IRIP Checklist is a mandatory tool under this program.

What Is Key Stage 1 in the DepEd Context?

In the Philippine basic education system, Key Stage 1 (KS1) covers Grades 1 to 3 — the foundational years when children are developing their core literacy skills. These are the grades most directly targeted by the ARAL-Reading Program, specifically:

Low Emerging learners
High Emerging learners
Frustration-level readers across Key Stages 1 to 3

The IRIP Checklist for Key Stage 1 is therefore designed for Grade 1, 2, and 3 pupils who have been identified through the Comprehensive Rapid Literacy Assessment (CRLA) or the Phil-IRI as needing reading intervention.

Why Is the IRIP Checklist Important?

Before the ARAL-Reading Program, many intervention efforts were general and hard to track. The IRIP Checklist changes that by giving every struggling reader a structured, individualized plan. Here’s why it matters:

It is data-driven. The plan is based on actual CRLA or Check-In Assessment results, not guesswork.
It is learner-specific. Each checklist is filled out per student, not per class.
It is time-bound. The intervention runs over an eight-week period, with each week’s targets adjusting based on the student’s performance.
It supports collaboration. Tutors, classroom teachers, parents, and school heads all play a role in the IRIP process.
It serves as a monitoring evidence (MOV). For teachers and tutors, the IRIP Checklist is part of the documentation required under the ARAL-Reading Program.

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The IRIP Checklist for Key Stage 1: What's Inside?

Here is a breakdown of the official IRIP Checklist structure as found in Annex C of DepEd Memorandum No. 064, s. 2025:

Header Section

Field	Purpose
Learner’s Name	Identifies the pupil
Grade Level / Section	Context for reading targets
Tutor’s Name	Accountability for the intervention
School Year / Quarter	Tracks when the intervention is conducted

Core Checklist: Reading Target Focus Areas

The checklist is organized into Focus Areas, each with specific Reading Targets in both Filipino and English. Here’s an overview:

Filipino Reading Targets

Focus Area	Reading Targets
Word Concept (print carries meaning, word boundaries)	Letters: M, S, A, I, O, B, E
Filipino Alliteration	Letters: U, T, K, L, N, G
Syllable Manipulation (clapping, deleting, blending)	Letters: Ng, P, R, D, H, N
Phoneme Manipulation	Letters: W, Y, Mga Letrang Banyaga
Sight Words Focus	Ang, Mga, Sa, Ito, Ay, Ako, Ikaw, Si, At, May
Fluency	Reading using the previous 10 sight words

English Reading Targets

Focus Area	Reading Targets
Word Concept (1:1 tracking, print awareness)	Letters: a, m, t, S, i, f, d
Letter-Sound Correspondence	Continues from Filipino targets
Sight Word Recognition	Common high-frequency words in English

Status Legend

One of the most useful parts of the IRIP Checklist is the three-level status legend used to track each reading target:

Symbol	Status	Meaning
/	Observed	Learner is ready to proceed to the next reading target
~	Partially Observed	Learner needs additional practice on the current target
X	Not Observed	Reteach the current reading target

This simple system makes it easy for tutors — including parent volunteers and community tutors — to track each child’s progress without needing extensive training.

Notes and Observations Column

The rightmost column of the checklist is for Tutor Notes and Observations. This is where you write:

Specific challenges the learner encountered
Strategies that worked well
Recommendations for the next session
Any referrals needed (e.g., vision screening, special education support)

Pro tip: Don’t leave this column blank. Detailed observations make the IRIP checklist a more powerful tool — and they strengthen your documentation for school monitoring and evaluation.

How to Fill Out the IRIP Checklist: Step-by-Step

Here is a practical walkthrough for classroom teachers and tutors:

Step 1: Identify the Target Learner

Use CRLA or Phil-IRI results to identify which students fall under the Low Emerging or High Emerging category for Key Stage 1.

Step 2: Write the Learner’s Profile

Fill in the name, grade level, section, school year, and quarter at the top of the checklist. Make sure the tutor’s name is also recorded.

Step 3: Set the Reading Target Focus for Week 1

Based on the student’s baseline assessment, identify the starting point — which phonological awareness area or letter focus needs to be addressed first. For most KS1 Emerging learners, this starts at Word Concept (Filipino or English, depending on the medium of instruction).

Step 4: Conduct the Session

Deliver the 30–45 minute reading intervention session following the KS1 ARAL-Reading Session Guide. This may be done by the classroom teacher, a reading tutor, or a trained parent volunteer.

Step 5: Observe and Mark the Status

After each session or at the end of the week, observe the learner and mark the appropriate status symbol (/, ~, or X) for each reading target.

Step 6: Write Observations

Record any observations in the notes column. Be specific: “The learner can identify initial sounds of M and S but struggles with vowel sounds A and I.”

Step 7: Adjust the Target for the Next Week

If the learner is observed (/) — move on. If partially observed (~) or not observed (X) — reteach. The IRIP is a living document that evolves week by week over the eight-week intervention period.

Step 8: Submit for Review

The completed IRIP Checklist should be noted by the School Head and kept on file as part of the school’s ARAL-Reading documentation.

Download here the Individualized Reading Intervention Plan (IRIP) for Key Stage 1!

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Who Uses the IRIP Checklist?

The IRIP Checklist is used by multiple stakeholders, not just the classroom teacher:

Classroom Teachers – Conduct sessions, monitor progress, adjust targets
Reading Tutors – May be trained volunteers or paraprofessionals
School Heads – Review and sign off on IRIPs; oversee program implementation
Parents and Guardians – Reinforce reading practice at home; receive updates
Division Supervisors – Monitor compliance and program effectiveness

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IRIP Checklist vs. Other ARAL-Reading Documents

To avoid confusion, here is a quick comparison of the key ARAL-Reading documents:

Document	Purpose	Who Fills It Out
IRIP Checklist (Annex C)	Per-student reading target tracker	Tutor / Classroom Teacher
ARAL Reading Session Guide	Step-by-step session script	Tutor
Individual Progress Tracker	Overall progress across weeks	Classroom Teacher
ARAL Program Action Plan	School-level planning document	School Head / ARAL Coordinator
CRLA / Phil-IRI Results	Baseline assessment data	Assessment Team

Frequently Asked Questions

Q: Is the IRIP Checklist required for all students? A: No. The IRIP Checklist is required only for learners identified as Low Emerging, High Emerging, or Frustration-level readers based on the CRLA or Phil-IRI results.

Q: What if the learner improves before the 8 weeks are up? A: Learners who show sufficient progress may exit the program earlier. Decisions should be made collaboratively by the tutor, classroom teacher, parents, and school head.

Q: Can the IRIP be used for Grade 4 and above? A: The Annex C format is specifically for Key Stage 1 (Grades 1–3). Key Stages 2 and 3 have their own IRIP formats under DepEd Memorandum No. 064, s. 2025.

Q: What happens if a learner does not improve after 8 weeks? A: According to DepEd guidelines, learners who do not show improvement after ARAL-Reading intervention should be referred to the school head for extended intervention or specialized support (as per DO 29, s. 2018 and DM 50, s. 2025).

Q: Can a parent tutor fill out the IRIP Checklist? A: Yes — if the parent has received the appropriate training. The ARAL-Reading Program encourages community and parental involvement in reading tutoring.

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IRIP Checklist Key Stage 1