Retired school psychologist here. If her speech and language development is above average, the school will consider her as not having an educationally significant handicapping condition at this time.
It would be best if you carefully document the interventions she is receiving at this time. You can prove that her high functioning level is a result of intervention, thus justifying maintenance through school-provided services. This is the relatively new philosophy in special education.
Turning to outsiders to help you with your negotiations with the school district tends to create an adversarial situation is not advantageous for the child. It should be used only as a last resort. I might suggest you lay off and watch the situation. She will need close monitoring as she enters the school system, and individual adjustments will be necessary. Classrooms will be noisy, and she may need an individualized connection to her teacher’s voice. She will definitely need preferential seating.