19.09.2.1 Current IEP, in particular, progress toward attainment of the annual goals and/or short-term instructional objectives, and related services;

19.09.2.2 Criterion-referenced and norm-referenced tests, including pre-and post-test data of a student's progress;

19.09.2.3 Activity on the part of professionals and/or parents, which specifically addressed the maintenance of learned skills while programming was interrupted;

19.09.2.4 Functional assessments used in natural environments (e.g., home, community, work, school);

19.09.2.5 Consideration of a data base of regression/ recoupment. Data will be gathered and documented periodically during the regular school year, which reflect the child's regression/recoupment pattern following interruptions of instructional services;

19.09.2.6 Parent, child and/or service provider information, which must include success or potential success of ESY services;

19.09.2.7 Consideration of pertinent medical data and additional psychological and educational data; and

19.09.2.8 Areas of learning which 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.