@Michelle Taylor Michelle — welcome. And first, let me say this clearly: your daughter is lucky to have you. Thirteen kids and you are still showing up with this level of intention and advocacy? That matters more than you know. Everything you shared tells me you’re already doing a LOT of things right — and now it’s about shifting from fighting to strategic advocacy so Millie’s IEP actually reflects who she is and what she’s capable of. Let me walk you through this in a grounded, practical way. 🌱 1. You are thinking about placement the right way Wanting Millie full-time in general education is absolutely appropriate — and you’re also right that it’s a process. The goal isn’t to wait passively, though. It’s to intentionally build the data that justifies more time in gen ed. Right now, 47% gen ed / 53% resource tells us the team agrees she can access general education with support. That’s important leverage. What moves placement forward is not emotion — it’s documented success: - What she can already do in gen ed - What supports help her succeed - Where she is being held back by low expectations instead of actual need 🎯 2. How to raise goals when expectations are too low This is one of the most common issues I see with students with Down syndrome — goals written to maintain rather than stretch. Here’s the shift you want to make in meetings: Instead of accepting goals that say “Millie will identify…” or “Millie will participate…” You want goals that say “Millie will demonstrate progress toward grade-level standards by…” “Millie will increase independence in…” “Millie will generalize skills across settings…” Ask this question in the meeting (it’s powerful and calm): “What data shows this goal reflects her current level of ability and not a lowered expectation?” If they can’t answer with data, the goal needs to be rewritten. 🧠 3. Low expectations are not a valid reason to restrict access This is important to say out loud, even if gently: