Welcome, lcwest!
If you have Dx of dyscalculia and ADHD, with the NNAT and VSI numbers, then yes, I would consider this 2e. Your description of needing support with reading/writing/spelling suggests that there may be other LDs, as, with those cognitive numbers, there is no obvious reason this student should not be above grade level in most academic skills. ADHD might explain some of it, but probably not all, if she is receiving good phonetic decoding instruction.
The FRI and NAI are not derived from identical tasks. All measures are ways to access the nominal cognitive skills, but because children's minds don't fit neatly into boxes, the specific measure may not sample the construct the same way from child to child. Plus, any given day, a young child may or may not be fully available during testing, appearances notwithstanding. In this case, there is the additional information that they were classified with a math disability. Half of the FRI is derived from a very math-related task (not learned math skills, but drawing on cognitive skills that are often predictive of math achievement). If you look at the subtests, I would guess that there is a difference between the two contributing subtests, with higher scores on Matrix Reasoning, and lower scores on Figure Weights.
Not sure I would avoid math as an enrichment area. I would just focus on interesting mathematical concepts, especially geometric ones, rather than computational math. 3D visualizations, fun little puzzles (e.g., those little hand puzzles sometimes called chain or bar puzzles, usually made out of metal or hard plastic), logic puzzles, optical illusions. Real or simulated construction or design projects, Things like that.
