The purpose of this essay is to provide a realistic and comprehensive analysis of “Case Study: Bryanna” by applying the 10-step special education process as dictated by federal IDEA regulations in determining 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 from the National Center for Research on Learning Disabilities (NCRLD) that they were to “identify, describe, and evaluate the implementation of response to intervention (RTI)” at the elementary level in the United States which was tiered (RTI Manual, 2006). real students who had received early reading and math interventions and their response to those interventions relative to their unique circumstances and characteristics. In this 2005-2006 case study, Bryanna; an 8-year-old Caucasian girl in third grade, was enrolled to general education classes along with 16 fellow students in accordance with steps one and two of the 10-step process outlined by IDEA on; once identified, students deemed in need of special education services, were to be evaluated. On their website, the Center for Parent Information (CPIR) simplifies this process in a brief titled “10 Basic Steps in Special Education.” This brief describes the assessment process as a vital step that should take place early as it “assesses a child in all areas related to (their) suspected disability” and which is used to determine three key areas as summarized below: If a child has a learning disability that requires legal provisions What the child's specific needs are in relation to the disability/diagnosis What services are available to best meet the child's needs in his or her educational environment (CPIR, 2017). Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay The result of the assessment 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 she began early math interventions after being screened in third grade. In the 2005-2006 academic year, Level 1 accommodations were introduced as part of his general education classes that included reading instruction five days a week, for a 90-minute period. She was also placed in a split reading group with 6 other students. As part of the screening process, she completed DI-BELS assessments in both August and December of 2005. According to the free dictionary, DIBELS stands for Dynamic Indicators of Basic Early Literacy Skills. According to the University of Oregon website, DIBELS serve to evaluate 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 one minute from selected passages, and her oral reading fluency (RTF), which assessed the level of comprehension of Previously tested ORF steps. Specific findings relating to the evaluation results can be found in Tables 5.2, 5.3 and 5.4 of the case study file. Level 2 Interventions introduced in second grade and continued through third grade.