If using the severe discrepancy table, even though the top cognitive number is 125, that may not interfere as much as you might expect with obtaining an eligible discrepancy. The CTOPP and VMI results you reported are all below 99, which is the cut score for intellectual ability of 125 (also, this number may be more applicable than you expect, as your state requires use of the FSIQ or NVI for establishing the discrepancy, and that PSI number will pull the FSIQ down by a bit). Also, teams are allowed to include professional judgement in the determination, so there may be some value potentially in bringing in the outside examiner to present and explain the results.
On another note, it is worth considering that there are multiple disability categories, and that SLD is not the only option for receiving services for reading fluency and written expression, but it is the one with the strictest criteria. You already have documentation for Other Health Impairment, in ADHD, for Developmental Delay (although that is only good until age 8), and for speech and language, although you describe that one as mild. It is also worth noting that the dysgraphic presentation you describe may actually be related to the ADHD symptoms, as it is not unusual for those diagnosed with one to present with the other, or for the two to be confounded.
platypus has already described quite nicely the core deficit of dysgraphia, as well as the long-term strain and potential deleterious consequences of leaving dyslexia/dysgraphia unmanaged or untreated, especially in high cognitive learners. So whether the school responds or not, you may wish to consider seeking remediation privately, even if it's through a home program. There are a number of Orton-Gillingham-inspired home programs, including All About Reading/Spelling (I'd probably go with spelling in an average reader), Logic of English, Barton, the first two of which are reasonable affordable, scripted, and readily implemented by a motivated adult. HELPS (
http://www.helpsprogram.org/materials.php) is a low/no-cost intervention for improving reading fluency in two-to-three 15-20 minute sessions per week. It also can be implemented by any reasonably intelligent adult, such as a college student.
My preferred approach would likely be to do All About Spelling 3x20 minutes per week, and HELPS 2-3x10 per week, which only comes to around the equivalent of 5x20 minutes of intervention. The earlier levels of AAS would probably move fairly quickly, but shouldn't be skipped, as some key phonemic awareness skills are covered then. Another idea is to do AAS only, for a level or two (there are seven levels altogether), and then change it up with a round through HELPS, to work on automaticity of learned phonics skills. Then go back to AAS for a level. Re-do HELPS, if needed, at a higher grade level (up to 4th grade fluency). Complete AAS.
