And, where you see motor impacts in real life, you may also want to have in the background the possibility of 2e, most likely of the motor coordination/dyspraxic/dysgraphic variety. If it exists, once documented, this allows for 504/IEP accommodations such as supplementary oral assessment, reduced written responses, items sufficient only to demonstrate mastery, etc. If you have individually-administered achievement testing, it is possible that you already have much of the data necessary to initiate this process.
our son has always been a bit behind when it comes to physical tasks. For instance, though he can think a mile a minute and express those thoughts verbally, he struggles with handwriting and resists doing it - which the current school cites as evidence that he lacks reading comprehension because he provides very cursory written answers on the 2nd grade reading comp. worksheets. Or that he is not ready to advance to more advanced math because he is slow at hitting the right button on a keyboard in timed math tests where you have three seconds to respond even though he's known the simple math facts for years. Unreal.
I'll second aeh's suggestion to look into the possibility of a 2e motor-related challenge. Our dyspraxic/dysgraphic ds has a similar spread in WISC scores (with relatively low processing speed subtest scores) and had similar issues in school in K-2nd grade. It was so obvious from his verbal abilities that he was incredibly smart that we saw the challenges with being held back in math due to timed math tests and notes from teachers that his written output didn't match verbal as annoying quirks that were getting in the way of access to the gifted level programming he needed - and they were getting in the way of that, but they were also signs that he needed help with accommodations and some remediation. We were only seeing his gifts, not his challenges - and he really did need help with the challenges. Once he had accommodations/etc in place, it was much easier for school staff to see his gifts, and for him to placed appropriately in school. The things you've listed as issues at his current school will most likely crop up as issues again, especially as he moves up in grade level, if he has a fine-motor related challenge.
Best wishes,
polarbear
