Thanks to all for your advice! I am reading everything I can get my hands on, including all the resources you all provided.
Trooper, in answer to your questions: Do any of her conditions affect her ability to learn? Yes, as seen in her dropping test scores, etc.
What is the impact on her - and her education? Impact on her emotionally (increasing anxiety and OCD)
If you daughter is shutting down because of anxiety - that is reason enough to provide her with supports. Is there a gap between her tested abilities and her performance? Here is the problem--she had an IQ score of 135 in 3rd grade and now she tested at an IQ of 119! I have tried explaining that IQ doesn't drop except in head injuries, etc., and that her disability is masking her true IQ, but it is useless.
Anxiety can paralyze an individual/ Is her mental health being compromised? Absolutely! she is in counseling and her psychologist and psychiatrist have written letters asking that she receive support.
A promising new development--A lawyer with Children's Legal Defense has agreed to represent her at her next IEP meeting where we will review her IEE. Wish us luck!

Do any of her conditions affect her ability to learn? What is the impact on her - and her education? If you daughter is shutting down because of anxiety - that is reason enough to provide her with supports. Is there a gap between her tested abilities and her performance?
Anxiety can paralyze an individual/ Is her mental health being compromised? These are questions for you, her doctors, and her educators. If she is at risk- she must receive what is ever necessary to access a free and appropriate education! Do not give up! Get answers to these questions!
Best Wishes,
Trooper

My oops.

I meant to include this book:
The Gifted Kids Survival Guide: A Teen Handbook
by Judy Galbraith

Sorry so long before. Hope it helps. If it doesn't, home school and start college.
Karen TC

I know I am answering late, but I had to respond and I hope so much that your daughter is doing better or that the proper educational official has been given the proper kick in the pants to "clear his head".

I'm a retired teacher and our son is 14. We've been homeschooling for 5 years.

Here' s a short course on what I've learned and some websites that I hope will help.

1. Most schools and teachers are intimidated by gifted children. It rather "frightens" them psychologically when a child is right and they aren't (as in class). When I did seminars on gifted education for teachers in the schools where I worked, some were very amazed, but did nothing different and others felt it was elitist to be labeled as "gifted" and allowed acceleration or mentors. I replied that it was no more elitist than a football player being allowed to skip their last class of the day to make a "game" at another school....they didn't change how they taught.
.
2. In most state, there is no training in college for working with gifted children. I learned what I know after our son was found gifted. I went to seminars and bought books. Basically, teachers don't know what to do with gifted children. Giftedness is 2-5% of the population. Being unique is school-school, sadly, isn't in intelligence.

3. This is where parents of gifted children need to unite nationwide--that's how special education began--parents. Until we do ban together, it won't change and our wonders--our future scientists, surgeons, engineers, inventors and on will be lost. I've seen it happen. Parents caring like this makes the difference.

4. Check your state law. Go online for gifted education or special education. In some states gifted is part of special--because they are!

5. Many times, a gifted child becomes nervous, anxious, OCD etc (sometimes ADD is simply bored--like you doing nothing but playing with play-dough all day everyday. First day is OK, but by the second day, we'd be flinging it across the room or sitting there daydreaming.

6. For OCD, ADD and anxiety, look at Dabrowski's Overexcitabilities. These are not peculiar in gifted children. As they are intellectually advanced, so is their awareness and their sensitivities. They are brilliant and sensitive.

7. When you go to any meetings with school officials they will be prepared to intimidate you and cover their hind-end (over their lack of doing their job--AKA educate her). Don't be scared. Who cares what they think? Your daughter is more important than anyone.

8. Look up information on some of these websites, print some, print some websites for their "education" and take it along. If you can handle it, have enough copies for everyone at the meeting. Be prepared with the elitist comment (football or baseball or whatever works in your area).

9. See if someone in your area with a specialty in gifted education will accompany you. If you look online, you should be able to find one. Type your state and gifted. I am a volunteer adviser to GT parents in our area. Having "reinforcements" like this will help (you won't be outnumbered).

10. When I say "outnumbered" remember that most of the people they bring to a meeting won't know much about gifted education (2-5%). They are most likely to know about average students or special education (not GT), but will try to talk about the difficulties your child is having.

11. Remember, as your psychiatrist and psychologist have said, she has these difficulties--OCD, ADD and anxiety. If the school gives you a great deal of difficulty, they need to remember the cause of most of these problems--the educational system is outdated and does not serve your child's academic needs.

12. Don't forget your legislature. They work for you and sometimes, the squeaky wheel gets the grease.

13. You're the champ and a wonderful mother. Now, here's some homework that will be encouraging and fortifying (I hope).

14. Some solutions for younger children would be mentors from colleges or acceleration to a higher grade. In your daughter's case, since she is in high school, I would definitely think of dual enrollment where she can go to high school part of the time and take a class or two at a college (maybe a community college and especially in a subject she loves). This would give her a new start if she or you can do the driving.
ALSO Congrats to Trooper and everyone else that gave such great answers. Unite (sounds like history, heh?)

KarenTC

Websites:
Here’s the sites from Dabrowski. It will help a ton!

www.stephanietolan.com/dabrowskis.htm
giftedkids.about.com/od/gifted101/a/overexcite.htm
www.metagifted.org/topics/gifted/dabrowski/
giftedservices.com.au/children.html#Dabrowski

www.hoagiesgifted.org/
(go to 101 for beginners; hoagies is a wonderful site for every gifted need with lots of support)

seng.org/
Supporting Emotional Needs of the Gifted
(great site with wonderful ideas)

www.stephanietolan.com/is_it_a_cheetah.htm
(Stephanie Tolan is fantastic)

www.davidsongifted.org/

www.gifteddevelopment.com/Visual_Spatial_Learner/vsl.htm
(visual spatial learners--may apply)

Here's an article from Time:
"Are We Failing Our Geniuses?"
www.time.com/time/magazine/article/0,9171,1653653-1,00.html

giftedkids.about.com/od/glossary/g/asynchronous.htm
asynchronous development (very helpful as your child goes through phases, grows etc)

www.exceptionalstrategies.net/therapy_workshops.html
(great for the sensitivities and awareness --the whole person)

www.tagfam.org/



Books:
“Teaching Gifted Kids in the Regular Classroom” by Susan Winebrenner
This is an excellent book and has great ideas for techniques and ideas for gifted students in school. I used it. It also has Bloom’s Taxonomy which would be helpful to teachers. The school should buy this for teachers working with your daughter--they work for you. And perhaps arrange for a specialist :-)

"Genius Denied" by Jan and Bob Davidson of Davidson Institute in Nevada

"Edison Trait" by Lucy Jo Palladino
(also titled "Dreamers, Discoverers and Dynamos")

"You Know Your Child is Gifted When..." by Judy Galbraith (true and so funny that it will cheer you up--check library or it is $10 on Amazon)

"The Survival Guide for Parents of Gifted Kids" by Sally Yahnke Walker

There is also a survival

It might surprise you but leading universities in the US have children just like yours as students. It is best to go to a center that specializes in psychological and educational testing. They will be able to give you a list of many things that might help you. Often times the child might just need some additional time to complete assignments; appreciation; some additional computer tools, etc. Ask for a reference from your school for such a service. If not available, search on Parent Resource sites or google and include the symptom and the city that you are in.

I can truly understand your frustration first hand. I do not know which state you live in but you could contact division of education for your state to find guidelines that you may need to get your child on an IEP. If there has been a diagnosis, it seems you should have no problem.
Be sure you know what you are asking for: A 504 plan is basically for someone with medical issues (diabetes, cancer, or other illnesses that require special needs during the day). If school districts do not comply, they loose their federal funding. An IEP is basically for Educational Challenges or special needs that a child may need to succeed in school.
Here are some Federal regulation steps to follow that may help.
1. request with the school administrator- an evaluation for special services (which you have already done)
2. After the evaluation there should have been an IEP team meeting with their findings, you are entitled to bring a doctor, nurse or any other medical professional to this meeting.
3. If you do not agree with the findings you can request a second opinion. Also, you MUST be given a written copy of the findings and you must sign , either completely agreeing, partially agreeing or not all or it is not valid. At this point someone from the school district will be appointed to carry out and monitor each phase of the IEP. It is at this point where I recommend you get your second opinion on your own, outside of the school system for a neurophsyc evaluation. This evaluation may take ups to 3 or 4 visits.
4.If you bring the new evaluation results back to the IEP team and they still disagree, you may appeal thru a process known as Fair Hearing. The school district MUST provide the information on this process to you.
5. Another option is to get an educational advocate (This is something you would have to pay for $50 -$100) per hour but they are quite educated in all of the federal and state laws. In Massachusetts, we have what is call NO Child Left Behind Act, which may be Federally funded program, you may want to check into. The IEP team could also supply you with a parents rights brochure.
I hope this helps you. Good Luck

I can truly understand your frustration first hand. I do not know which state you live in but you could contact division of education for your state to find guidelines that you may need to get your child on an IEP. If there has been a diagnosis, it seems you should have no problem.
Be sure you know what you are asking for: A 504 plan is basically for someone with medical issues (diabetes, cancer, or other illnesses that require special needs during the day). If school districts do not comply, they loose their federal funding. An IEP is basically for Educational Challenges or special needs that a child may need to succeed in school.
Here are some Federal regulation steps to follow that may help.
1. request with the school administrator- an evaluation for special services (which you have already done)
2. After the evaluation there should have been an IEP team meeting with their findings, you are entitled to bring a doctor, nurse or any other medical professional to this meeting.
3. If you do not agree with the findings you can request a second opinion. Also, you MUST be given a written copy of the findings and you must sign , either completely agreeing, partially agreeing or not all or it is not valid. At this point someone from the school district will be appointed to carry out and monitor each phase of the IEP. It is at this point where I recommend you get your second opinion on your own, outside of the school system for a neurophsyc evaluation. This evaluation may take ups to 3 or 4 visits.
4.If you bring the new evaluation results back to the IEP team and they still disagree, you may appeal thru a process known as Fair Hearing. The school district MUST provide the information on this process to you.
5. Another option is to get an educational advocate (This is something you would have to pay for $50 -$100) per hour but they are quite educated in all of the federal and state laws. In Massachusetts, we have what is call NO Child Left Behind Act, which may be Federally funded program, you may want to check into. The IEP team could also supply you with a parents rights brochure.
I hope this helps you. Good Luck

Beachcomber, the problem is that Onproudmom hasn't been able to get her daughter an IEP. While parents can get their own evaluations done, schools only have to "consider" the results, not agree with them, or follow whatever recommendations are given. Oneproudmom wasn't able to get the school to grant her daughter an IEP with previous doctor's documentation, and is now trying again, via an IEE.

You can have a neurophsyc testing done one your own. If the school tested her, they may just not want to put her on an IEP. I have a 17 year who was diagnosed ADD & Executive Function Learning Disorder in 4th grade. It is the biggest uphill battle you will face but if you do your research and know which key words to use, it can be quite helpful. He as gotten worse over the years and the help from his public school becomes less each year. Once evaluated outside of school, if there is any diagnosis ask the psychologist for specific ideas that can be implemented in to his IEP or 504 plan. Be sure it is written in his plan. It is a just a place to start.

it will be ok I am a gifted childe with learning dis.

The school has to document your request for testing. There should be a copy of all the tests and evaluations.
There should be minutes from the meeting at which the school explained to you the results of the testing and their reasons to support their decision. The letters you provided to the school from your daughter's doctors should be in that folder as well. Any information pertaining to your daughter's diagnosis should be there as well. Her 504 info should be there as well, and meeting notifications. Get copies of everything. Have copies of your correspondence with the school.
You can always appeal the decision of an IEP team . You might not need to have your daughter retested to receive services - and maybe that is what the district wants to discuss with you.
Let me know what happens. I will be happy to help anyway I can.
Good Luck!

trooper--your post was very helpful and thank you for taking the time. I will keep you posted and I might need to pick your brain some more if you are available. Right now I am writing a letter to request IEE, but want to make sure I do it right, so I called special school district and asked about guidelines. I was surprised that the person I spoke with encouraged me to speak with a supervisor before sending a letter. She wasn't in, but I will probably talk with her tomorrow. Not sure what that is about. If I understand correctly, I will then take the IEE results and try again for an IEP. Last time the school was focusing on ED and I was pushing for OHI, but we didn't get anywhere with either. We have a 504 coming up soon, too. One question--what is the "special education folder" you spoke about? Thanks!

I would also suggest, if you are seeking a change in placement (lre) and schools - then first locate an instructional setting that you feel would be appropriate for your daughter. Contact them, visit them, interview other parents. You want to know what is acceptable and unacceptable before the district simply places your child in another school. Unfortunately special education services are driven by transportation! Federal law requires that if a student is placed in a school which is not the home school that door to door transportation be provided as a related service. Often the CIEP is aware of placements which a student might be better served but is reluctant to use them because of the cost of transportation. They tend to choose schools for which they are already providing service. And remember, the law says Free and Appropriate..not free and best! You also might get a copy of the manual of your state's non-public schools. This is a great resource because it will list all placements, indicating the type of disabilities they serve, etc.
In any correspondence with the district and state always use the word appropriate - never good, best.
You have to speak to them in the language of the law.
A new IEP has to be written stating that the current setting is unable to meet your daughter's needs. If you assessments are current, the IEP will use this data to support the change in placement. From what you have described - there is no current IEP in place?? The school will maintain that your daughter has no academic goals. However - your daughter does requires supports for ADD,OCD,and anxiety. Gifted students, such as your daughter, will worsen if they are not academically challanged. You could argue that by not addressing her emotional needs, that the school is causing your daughter to lose ground academically , she is being endangered emotionally- and eventually she will test below grade level! Your daughter should be coded 08 - other health impaired. Do not let them code her 06-emotionally disturbded.
Since it would appear that violations have occurred in the provision of appropriate services for your daughter - you are in a much better position to have your preferences approved. Systems (the state and Fed's will back you up) do not want to be sited for procedural violations. They fear the dreaded Corrective Action Plan!
You are in a unique situation because you daughter sounds as if she is working at grade level - but is unable to function in a traditional school setting because of her anxiety and OCD. These diagnosis are powerful because once they escalate they render the student helpless to perform even the simplest academic task. Many special educators have no understanding of children who are grade level and above - and need special education.Often, special educators, in an effort to reduce stress, place students in a self contained classroom. These classrooms are designed to meet the needs of students who are severely under performing both academically - and behaviorally. This setting would only exacerbate the anxiety, and provide no appropriate grade level instruction. You are fortunate to have a doctor who has pulled her out of this untenable situation. Schools are supposed to implement "best practices" for all students. It is not law - but is policy.
Have a paper trail of all interactions with the school, including your daughter's special education folder!
Please keep me posted. Let me know if you have any questions! Good luck!

File state and federal complaints, contact your elected school board members, make all request via certified mail to district supervisors in lieu of dealing with the principal (bypass the principal, and remove her from making any of these decisions), request the district to allow your children to transfer to another school within the district, if all else fails try some of these:

Creative Tactics to get Spec Ed Services
community.greatschools.net/advice/599/Creative-Tactics-to-get-Spec-Ed-Services-

Your daughter diagnosis qualifies her for special education services - if her disability impacts on her learning. For her doctor to pull her out of school suggests that the environment his worsening her condition. A report from your medical doctor carries more weight. Write a letter to your state board of education. Your daughter is being denied her rights!

Welcome. I have compiled many helpful resources about "2e" kids (twice exceptional; gifted with adhd and/or ld's) here: community.greatschools.net/groups/16042, and another group with quite a few parents of older "2e" students is www.millermom.proboards107.com

Gifted children with learning issues face an especially difficult battle qualifying for special services under IDEIA2004, since NCLB and RTI (Response To Intervention) basically only requires that students meet minimum grade level curriculum standards. There isn't any law that says they have to meet their potentials, as measured by IQ testing. Nevertheless, some school districts are more willing to support their needs than others. As kids get older, it does seem to get even more difficult, but we can't give up trying. Does your daughter at least have a 504Plan in place, for accommodations?