A recent federal district court decision highlights the importance of conducting thorough evaluations and considering multiple sources of information before exiting a student from special education, particularly a student previously found eligible under the category of specific learning disability. See Breanne C. v. Southern York County Sch. Dist., 55 IDELR 3 (M.D. Pa. 2010). In this case, the student had been determined eligible for special education in 2003 as a child with a specific learning disability (SLD) in reading and written expression. During her re-evaluation in 2006, at the end of her 6th grade year, the IEP team did a record review, and reviewed achievement testing with “outdated instruments being compared to cognitive testing with an outdated instrument.” The team also considered teacher comments, noting that she was a good student and was getting good grades (A’s and B’s). The team discounted an IEE provided by the parents that concluded the student had a SLD; as well as the parent’s assertion that they were providing the student substantial support at home with homework. In concluding that the district erred in exiting the student, the court relied upon the hearing officer’s finding that the teacher reports, while honest assessments of the student’s performance, “did not grasp the extent . . . to which [the student’s] façade in school was being maintained by the intensive work with her family at home . . . and more recently with her [reading] tutor.’” The court therefore affirmed the award of compensatory education and noted that the parents, as the prevailing party, were entitled to reasonable attorney’s fees.