He certainly does have a diverse profile. The patterns I am seeing, based on limited data (I still think you should consider a comprehensive psychoed or neuropsych eval):
1. His nonverbal skills are generally within the average range on formal testing, with nonverbal cognition and mathematics achievement quite comparable to each other.
2. His language reasoning skills are a relative weakness, with verbal cognition, reading comprehension (scores not provided, but by report of the clinician), and writing all falling in grossly the same below average range.
3. Word-level decoding and encoding are the exceptions, tracking best with his strong rote memory skills, as assessed through the working memory measure.
The difference between the subjective teacher reports about writing, and the objective scores on writing, in addition to subjectivity/objectivity, is in the on-demand nature of writing assessments. If he failed to connect with the writing prompts, there was no latitude for the examiner to prime the pump with ideas, or do oral pre-writing activities with him, or switch to a different topic. Those are all supports that happen naturally in an effective elementary writing classroom. It might be informative to ask the teacher about how he produces these great stories, and what conscious or unconscious accommodations and scaffolding she might be providing.
It may or may not be that he is 2e, but the existing data could certainly be used to support at least one exceptionality (most likely a language-based learning disability, though not technically dyslexia, as he can decode/encode).
