PSSA

[philamom]

What is the significance of a child doing well in the PSSA's? Does it have anything to do with their placement for the following year? I understand it's a reflection on where they should be compared state wide, and why the school feels pressured for their students to excel in them, but why do I need to care if my child does well or not?

 

Dd has PANS (lyme,bart,strep) and has been off antibiotics since end of September. We tried putting her back on zith twice, unsuccessfully. We just recently added back Amox 250mg daily. It's been a week, and so far she is tolerating it physically. We need to increase it in 250mg weekly increments, until she's at 1000mg daily.

 

Her PSSA's start in 10 days. She's in 4th grade. She is on homebound instruction, so will probably be taking them at home. Although, the last two days she went to the school (after it was out) for her tutoring session. Happy about that!

 

I don't know if I should wait until their completed b4 increasing the Amox. Or, just worry about dd's health and not care about the results. The school tried to get her exempt, but couldn't - she has to at least attempt them. When we tried adding back the zith, it made things much worse.

 

So, a long winded way of asking why the PSSA's should matter on my end??

 

Thanks!

[MomWithOCDSon]

Philamom --

 

Originally not familiar with the term "PSSA," I Googled it quickly and it is as I suspected: state standardized testing for elementary grade students. Here they're called ISATs (Illinois Standard Achievement Tests), but I'm betting they're all the same, for the most part.

 

Honestly, I don't think you should be too concerned about them mattering on your end! While it's possible your school uses them, at least in part, for placement decisions for the following year (you might ask your administrator), you shouldn't have trouble circumventing that or advocating for more emphasis on other measures . . . her classroom participation and scores, teacher recommendations, etc. . . . than these "one-size-fits-all" standardized things.

 

In our district, more particularly, they're used LESS to measure student achievement and more to measure TEACHER and SCHOOL performance; it is largely on the basis of these tests that measures of No Child Left Behind standards being met or unmet are made. Hence, in grade school, they tended to "teach to the test" for weeks in advance of them being administered, and these tests were what precipitated my DS's elementary school to suggest a 504 Plan for him, so that he could have "untimed testing in a small group setting." Basically, they wanted him to have the accommodations because it would benefit the school via potentially improving his scores.

[LNN]

Timely post! My DS, also in 4th, starts our state's mastery tests this coming Tue. Being neurotic, I've stressed over these for the past two years under the reasoning that these scores will "haunt" him for the coming year. Each year, he was doing well in Dec/Jan and tanked in Feb just before the tests - and my heart breaks because he doesn't get the chance to show what he's capable of (even with accommodations like separate room and untimed environment). The worst was last year, when in addition to the state exams, they also administer a type of IQ test. I knew he did poorly and I've really struggled with trying to let go of my own hang ups about this. It is, over time, leading to his being placed with groups of kids he doesn't feel he belongs with.

 

But...this is my thing to get over, not his. The fact the his teacher (who's new to the district) is incredibly stressed over how her students are going to perform tells me it's really her report card, not my son's. But we all place value on test scores. No matter how much we tell ourselves they don't matter. Really tough decision.

 

As for your particular situation...I think I'd move forward with the medical plan and do what's best for her health. Maybe treat this year's testing like the first pancake - something you'll toss aside. The scores reflect on the school more than they reflect on her. The school will end up using their own assessment tests for determining your DDs placements. And like Nancy said, you then have to advocate at the teacher level, get them to see beyond scores and see the kid. Do the right thing for her body and try to let the school worry about the test.

 

The only caveat is that I'd follow an abx schedule that was easiest on DD so she can make it thru the testing weeks with the least amount of distress. So if she's starting to herx and it happens to be time to up the dose, maybe stretch it out. If at day 14, she's struggling, maybe don't up the dose just because "it's time" according to the calendar. Maybe up the dose instead at day 18 when things have stabilized or after the testing is over. Or maybe keep her dose the same until day 23. Step up based on her body's response instead of the calendar. If it takes 8 weeks to get up to 1000mg instead of 4 weeks, but it spares you both from a major herx, so be it, IMO.

 

(Now I need to follow my own advice - I'll let you know how that goes!)

Edited March 3, 2012 by LLM

[tpotter]

Philamom --

 

Originally not familiar with the term "PSSA," I Googled it quickly and it is as I suspected: state standardized testing for elementary grade students. Here they're called ISATs (Illinois Standard Achievement Tests), but I'm betting they're all the same, for the most part.

 

Honestly, I don't think you should be too concerned about them mattering on your end! While it's possible your school uses them, at least in part, for placement decisions for the following year (you might ask your administrator), you shouldn't have trouble circumventing that or advocating for more emphasis on other measures . . . her classroom participation and scores, teacher recommendations, etc. . . . than these "one-size-fits-all" standardized things.

 

In our district, more particularly, they're used LESS to measure student achievement and more to measure TEACHER and SCHOOL performance; it is largely on the basis of these tests that measures of No Child Left Behind standards being met or unmet are made. Hence, in grade school, they tended to "teach to the test" for weeks in advance of them being administered, and these tests were what precipitated my DS's elementary school to suggest a 504 Plan for him, so that he could have "untimed testing in a small group setting." Basically, they wanted him to have the accommodations because it would benefit the school via potentially improving his scores.

 

 

They are used to measure the school's performance (although the school district may try to make it seem like you should be terribly worried about it.) Don't worry. Especially since she's sick. You may be able to get her out of taking them in the first place, but if not, they don't affect her at all (other than the fact that she has to sit through the standardized testing.) I think it came about because of No Child Left Behind.

[philamom]

Yes, it's the state standarized testing. Now I know what the P stands for (lol). I'm going to do a small review of school work and then not worry much about the testing. I will inquire if it factors in next year's placement, but I still need to move forward with the antibiotic. Thanks. Now LLM - go follow your own advice