I'm sorry, I didn't see your follow-up post.
For other support organizations, you could try Mensa, your state Gifted Child Association (
www.nagc.org check listings for state branch), Duke TIP (
https://tip.duke.edu/), JHU CTY (
https://cty.jhu.edu/), to name a few.
One of the challenges for your DC in particular is that her cognitive profile is a bit spikier than some school GT programs are equipped to handle. I'm guessing she's particularly good in mathematical thinking (given the extreme strength in FRI, and very strong WMI), though she has strong language reasoning as well. Her concrete visual skills are not nearly as strong as her abstract nonverbal reasoning, which means she may not always have much scope to display her giftedness in an early elementary classroom, which is mostly concerned with concrete skills and language development. Academically, she may not actually have opportunity to really spread her wings until she hits higher math. Throw on top of this the suspected ADHD, and it becomes easier to understand why some teachers haven't "seen a gifted child". They're likely expecting a child who is uniformly 130ish across all domains, rather than one whose spatial skills and production rate are "only" high average, and who isn't being given opportunities to express her exceptional abstract and divergent thinking abilities. The late primary/early intermediate grade classroom doesn't demand much in her strongest ability areas.
Aside from the question of GT placement, I would also wonder if her anxiety and frustration in school, and uneven achievement even on objective, nationally-normed tests, in combination with the aforementioned spikiness in her cognitive profile, may reflect some other obstacles to learning success, such as a third exceptionality (in addition to GT and (or in place of) ADHD). Did the private psych do achievement testing?
