Link to a number of CBM probes for reading, writing, and math fluency. The two sets of norms are not exactly the same, but either will still give you some decent ballpark figures. I think the Vanderbilt numbers might have the edge in research support:
http://www.interventioncentral.org/curriculum-based-measurement-reading-math-assesment-testshttps://my.vanderbilt.edu/specialeducationinduction/files/2013/07/IA.Writing-CBM.pdfIf you're concerned about a learning challenge of some kind, you will minimally need some academic achievement data (WIAT, KTEA, or WJ), probably some screening for executive functions, such as rating scales like the BASC, BRIEF, or CEFI, and possibly other, more focused, testing to explore specific hypotheses (TOWL for written expression, CELF or OWLS for language impairment, OT evals for fine motor, etc.).
And I agree that clearly you need elaboration on what it means for her to be "not doing the work we're giving her". We had a similar issue when our #1 was almost this age, placed in fifth grade math, and finding it so easy that in-class independent work time was spent chatting, helping other people with their math, and creating amusing little activities of one's own to do, none of which were conducive to timely completion of assignments. After a year of advocacy, it was the (same) teacher who came to us, and asked to move #1 from sixth grade math to pre-algebra. It just took the teacher that long to figure out that the lackadaisical work completion was a symptom of instructional underplacement, rather than excessive or adequate challenge.
