Very very quiet, does not always do her best work, gets straight A's, but some are borderline and recently received her first B, and teachers consistently do not "get her".
Her scores on the Cogat and wisc had been borderline (although her nonverbal on the Cogat was always higher than 130), and our district is very strict about the 130 cut off.
Her teachers are shocked because they can't get my daughter to open up and communicate with them well, so they don't always know what she is thinking or if she understands the concepts they are teaching. I think they are having a hard time believing that this quiet, non communicative person is highly gifted.
EVERY year her teachers have told us how difficult it is to know what's going on in her head.
Do you have any of the same issues going on at home? It's most likely nothing, but some of what you describe sounds like there's a possibility of a 2e issue with expressive language. It's possible your dd isn't sharing what's in her head due to boredom or not caring to or whatever, but the things I've quoted above are issues we had with our EG ds, each of which, in his case, was related to difficulty with expresssive language - which *isn't* a skill assessed on a typical WISC/SB/etc ability test.
Re potentially sending your children to different schools - we're in the same situation, and were told when our children were in elementary school that the way to explain it to our children was that each child is going to the school where there needs are best met, and that everyone has a different set of strengths and needs. We didn't actually ever use that rationale because we chose not to pursue going to the HG school at that time, but our ds did enter the HG program later on, and the way we have dealt with it now, as teens, is very similar. DS chose to go to the HG program, test scores were required, he had them. We encouraged dd who wouldn't qualify to look into other programs that were nice fits for her particular sets of interest, she found a program she loved and all is well. We haven't, however, shared IQ scores - ever, with either. DS knows his percentile range, but that's it. One of the things that quite honestly turned me off re our district's HG program were parents who bragged about their childrens' IQs (might not happen other places but it was happening here at that time)... quite honestly, I believe that attitude and motivation as far if not farther in life than extreme ability, and I wanted my children to be in a school where all students were valued. I have no doubt my ds would have found value in attending the HG school in elementary, but the flip side of that is he didn't ultimately really lose out by not attending it - he had other types of experiences which were not the same, but were equally valuable. If you're really worried about the two different schools and the impact on your dds, it's possible to consider opting out of the HG school. (And I totally realize this sounds very non-DYS... please know I truly believe in offering our children the chance to be with peers and to have learning at the pace they are ready for... however... sometimes there are other factors that are also important to consider).
Best wishes,
polarbear
