2
(a) A statement of measurable annual goals, including measurable short-term objectives.
(b) A statement documenting that the individualized education program team considered
extended school year services.
(c) For a child age 3 through 5, a statement of the child’s socialization needs and ability
to participate and progress in developmentally appropriate activities.
(2) All of the following apply to the determination of the need for extended school year
services:
(a) The individualized education program team shall determine if a student's current
annual goals address 1 or more skills that need extended school year services. For any
identified annual goal, the individualized education program team shall consider all of the
following:
(i) Data that indicate that in the identified annual goal there is a potential for regression
of skills beyond a reasonable period of recoupment.
(ii) Data regarding the nature or severity of the disability of the student that indicate
that there is a need to provide services in the identified annual goal during breaks in the
school year.
(iii) Information that indicates that in the identified annual goal the student is at a
critical stage of learning or in a critical area of learning where failure to provide a service
beyond the normal school year will severely limit the student's capacity to acquire essential
skills.
(b) If the individualized education program team determines that any data or information
described in subdivision (a)(i) to (iii) of this subrule indicates a need for extended school
year services, the individualized education program team shall include extended school
year services in the student's individualized education program.
(c) The individualized education program team shall not determine the need for extended
school year services based on a formula or policy that prohibits full consideration of the
unique educational needs of each student.
(d) The individualized education program team shall consider related services,
transportation, supplementary aids and services, and instructional programming when
planning a student's extended school year services.
(e) The individualized education program team shall conclude consideration of extended
school year services in sufficient time to make plans for the delivery of extended school
year services.
(3) Any participant in the individualized education program team's deliberations who
disagrees, in whole or in part, with the team's determination may indicate the reasons on
the team's individualized education program report or may submit a written statement to
be attached to the report.
(4) The individualized education program team shall determine the programs and services
for a student with a disability pursuant to 34 CFR Part 300 (2019). The individualized
education program team shall not restrict the individualized education program to the
programs and services available.
(5) The individualized education program team shall consider the Michigan school for the
deaf as a part of the total continuum of services for students who are deaf or hard of hearing.
The resident district shall conduct the individualized education program team meeting that
initiates an assignment to the Michigan school for the deaf. The individualized education
program team shall invite representatives of the intermediate school district of residence