Ditto to what Grinity said. I'll also add that the relatively low scores in Block Design, Coding, and Symbol Search could point to a visual challenge, so prior to your meeting in August I'd suggest having your dd's vision screened by a developmental optometrist.
I'd also go ahead and request (in writing) a copy of your dd's complete file from your school district so that you can have a copy of the complete set of scores from her previous gifted program testing. As Grinity mentioned, I'd also find out what the requirements for gifted programming are in your school district.
polarbear
The one gotcha I can see potentially happening with your upcoming meeting is that the school could say her ability and achievement test scores don't support inclusion in the gifted program (or honors or whatever). Yet your dd's performance may very well indicate she belongs there, so it's helpful to think through what all the info means carefully before the meeting, as you're doing. I tend to look at achievement testing such as the WJ-III and WIAT as a snapshot of very specific skills rather than showing broad achievement in a real world classroom situation, so even though the scores may look "average" if your dd is excelling in school I'd push for her to stay in the gifted/honors program including math. One potential gotcha in understanding the achievement scores is any test labelled "fluency" - those are timed tests requiring written responses - so if your dd is challenged by handwriting, she may test artificially low on those subtests. If she's got some type of vision challenge, she might also be making errors in math problems requiring calculations that are due to copying rather than not understanding the math.
Was the FIE administered by the school district or an independent psychologist? Can you go back to the psychologist to ask specific questions?
Last thought - I'd also request a draft copy of the school district's recommendations prior to your meeting so you have a chance to review them prior to the meeting.
