(a) The IEP team must determine a child's eligibility for ESY services by collecting and analyzing a variety of data, including, but not limited to, the child's:

1. (1) Disability;
2. (2) Educational history; and
3. (3) Present educational functioning.

(b) Such an analysis would necessitate a review of the following:

1. (1) Current IEP, in particular, progress toward attainment of the annual goals and/or short-term instructional objectives, and related services;
2. (2) Criterion-referenced and norm-referenced tests, including pretest and post-test data of a student’s progress;
3. (3) Activity on the part of professionals and/or parents that specifically addressed the maintenance of learned skills while programming was interrupted;
4. (4) Functional assessments used in natural environments (e.g., home, community, work, school);

5. (5)

   1. (A) Consideration of a database of regression/recoupment.
   2. (B) Data will be gathered and documented periodically during the regular school year that reflect the child's regression/recoupment pattern following interruptions of instructional services;
6. (6) Parent, child, and/or service provider information, which must include success or potential success of ESY services;
7. (7) Consideration of pertinent medical data and additional psychological and educational data; and
8. (8) Areas of learning that are identified as an integral part of a skill area to reach the child’s assessed potential, such as social, motoric, behavioral, academic, self-help, and communicative abilities.