I wouldn't worry about the gap in VIQ vs PRI, but I would watch the written output challenges given her relatively "low" coding score. Our ds has the same type of spread in coding, had frustration with slow written output at school in K/1 *and* had some pretty severe tantruming, stomping of feet, etc at home in K/1 while being a model student at school. We didn't make any connections until 2nd grade when the written output demands increased significantly and ultimately we discovered through a full neuropsych eval that he is dysgraphic.

Re school for this year, I'd think through what you want for your dd (grade skip, differentiation, etc) and then take the report to the school and advocate for it.

Best wishes,

polarbear