We had challenges getting both of our 2e children identified as gifted - for our ds, the challenge was getting past some preconceptions about his abilities, for our dd the challenge was uneven test scores and achievement that appeared to outstrip ability (according to those uneven test scores).

My first piece of advice is to review and be sure you know the exact admission requirements used for the program in your school district. Although your dd has high scores, it's still possible that the scores that the district is requiring are higher.

Next step is to gather your supporters - teachers or psychologists or whoever that believe your dd belongs in the program.

You also need to think through the challenges your dd had in testing. If she's had issues with focus on previous tests and the scores aren't as high as you think they should be based on what you know of her abilities, then you can consider having her tested privately with either the WISC or SB-V or WJ-III Cognitive Abilities test. You'll want to try to find a tester who you feel your dd will be able to work with and who you feel understands children who have challenges with focus. The upside to doing this further testing is that if her scores come in high enough, these are widely-recognized ability tests that it's difficult for the school to argure "Oh she's not gifted" when a child scores above the 98th percentile (or whatever bar the school is using).

Another key piece for 2e kids is understanding their needs in *any* classroom - what they need to have FAPE in terms of focus, output, listening, whatever their challenges are. Until we had this piece successfully in place it was difficult for us to get gifted services for our children. While that shouldn't be a requirement in theory, in practice it's simply a lot easier to advocate for a 2e child to be included in a gifted program if they already have accommodations in place and are successful in the classroom they are in. It sounds like your dd is doing well in school already, but be sure to think through - will there be additional challenges with focus (or whatever) in the gifted program (is there an increase in homework, timed assignments, expectations, etc), and if so, are accommodations in place to be sure she will be able to be successful.

Sorry this turned out to be such a long ramble - I hope some of it helped!

Best wishes,

polarbear