I assume the stars are composites that were not presented due to the large discrepancy between the contributing subtests.
I have definitely seen scores this high, but maybe I have been in the field longer than your SP! (Aka, I am old
).
The level on which additional services wouldn't be warranted would be that his phonetic decoding skills are age-appropriate, and not impinging on either reading fluency or comprehension. Whatever dyslexic tendencies may or may not be present, he appears to be compensating rather effectively for them. As very little additional growth in absolute decoding skills is expected after third grade, that means there isn't much (if any) remediation to be offered.
Writing is another matter. Although all skills are assessed as average, I am interested in the difference between sentence-level writing and extended writing. Was any indication given of whether the essay score represented quality, quantity, or both? Or perhaps organizational weaknesses? Given his low fine motor speed on Coding, his relatively lower motor coordination score on the VMI, his large difference between oral and written expression, and his report card comments, I would wonder about the impact of handwriting on written tasks--and, actually, on multistep mathematics, as well. (Those math fluency scores likely represent handwriting speed as the limiting factor; the same absolute number of items results in a much lower standard score on addition than on subtraction and multiplication, at this level.)
The inconsistencies in working memory performance on related tasks definitely suggest that ADHD/dysregulated attention cannot be ruled out as a primary or secondary factor in school performance.
I would agree with the SP that much additional evaluation may not be warranted, but more because a fair amount has already been done. The exception would be possibly some additional eval in OT, and perhaps some clinical observations in the classroom, regarding attention and what is heppening during writing activities.
In addition to pursuing the promised OT eval, which I think is the most likely avenue to increased services, it may make sense to follow up on the ADHD front, as, if that's a factor, it can make a dramatic difference for some students. I've seen a 60 point swing in writing scores in a student of comparable cognition before. (Yes, you read that correctly; 60 points!)
Fine motor deficits are also not uncommonly co-occurring with speech delays, as both have to do with motor coordination, motor planning, and the acquisition of automaticity for motor sequences.
Even if no new services are offered, you may also wish to have a discussion about additional accommodations for attention, self-monitoring, organization, and reduced workload (items only sufficient to demonstrate mastery), to see if any of them may be appropriate.
