The purpose of this essay is to provide a realistic and comprehensive analysis of "Case Study: Bryanna" applying the 10-step special education process as dictated by federal IDEA regulations when determining the a child's eligibility for special education services. This case study was included in the second part of a three-part response to a directive issued by the U.S. Department of Education by the National Center for Research on Learning Disabilities (NCRLD) in which they were to “ identify, describe, and evaluate the implementation of Responsiveness to Intervention (RTI)” at the elementary level in the United States which was multi-tiered (RTI Manual, 2006). The second part of the NCRLD response is a collection of case studies that reflect data collected from actual students who received early reading and math interventions and the response to those interventions as they relate to their circumstances and unique characteristics. In this 2005-2006 case study, Bryanna; an 8-year-old white girl, in 3rd grade, was enrolled in general education classes alongside 16 classmates. In accordance with steps one and two of the 10-step process outlined by IDEA; Once identified, students suspected of needing special education services were to be evaluated. On its website, the Parent Information Center (CPIR) simplifies this process in a brief titled “10 Basic Steps to Special Education.” This note describes the assessment process as a critical step that must take place early on as it "assess a child in all areas related to (their) suspected disability" and is used to determine three key areas summarized below : If a child has a learning disability that requires legal provision. What are the specific needs of the child in relation to the disability/diagnosis. What services are available to best meet the needs of the child in their educational environment (CPIR, 2017). Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an Original Essay The assessment result is then used by educators to determine a child's eligibility and required services for special education. In Bryanna's case, after being screened, she began early reading interventions that began in second grade and continued through third grade and began early math interventions after being screened in third grade. During the 2005-2006 school year, Tier 1 accommodations were introduced as part of her general education course, which included reading instruction five days a week, for a period of 90 minutes. She was also placed in a split reading group with 6 other students. As part of the selection process, she completed the DI-BELS assessments in August and December 2005. According to the free dictionary, DIBELS stands for Dynamic Indicators of Basic Early Literacy Skills. According to the University of Oregon website, DIBELS are used to assess student progress against standard targeted goals, often called benchmarks. Bryanna was tested on both her Oral Reading Fluency (ORF), which assessed the number of correct words read in a minute from selected passages, as well as her Oral Reading Fluency (RTF), which assessed the level of understanding of the ORF passages previously tested. Specific findings related to the evaluation results can be found in Tables 5.2, 5.3 and 5.4 of the case study file. Interventions.