What were the scores on the TOWRE for pseudo word decoding and word reading? If the pseudo was significantly lower than word reading, this could indicate that he does not have a solid foundation of the decoding rules and word patterns and Wilson might be a good program. On the GORT, how was his accuracy vs speed? It will be interesting to see the results of the CTOPP and will give you additional info as to whether or not he needs to improve his phonological awareness skills and decoding skills or not. Also - how did he do on spelling? Often, poor spelling is a good indicator as to whether or not a child has a solid knowledge of the sound symbol relationship, word patterns and rules.

As far as the dysgraphia, what are the main issues? handwriting, written expressive language, spelling? What are the recommendations?

As far as the CAPD, virtually anyone with dyslexia has some aspect of CAPD. Often it is the inability to perceive all parts of a word, to hear the small differences between sounds, to be able to rapidly process sound or bits of language. Here are two resources that you may find helpful
http://kidshealth.org/parent/medical/ears/central_auditory.html
http://ocslha.com/Ferre.htm

As far as whether he needs a 504 or an IEP. A school is more reluctant to give an IEP because it comes with more procedural safeguards that protect the student. (more teeth so that the parents can monitor whether or not it is being implemented) An IEP also means that the student requires specialized instruction or related services in order to make progress.

Without knowing more about your child's difficulties in school and test scores, it is doubtful that a child that tests in the superior range on measures of reading will qualify for specialized instruction in that area. But, you say that he has a 3 standard deviation spread between ability and achievement. Perhaps this is in writing? If so, I believe you would have a case for services. Be sure that you bring work samples to the meeting - especially samples of INDEPENDENT work. If the SLP recommend S&L therapy, this would also be covered in an IEP. Often times students with oral expression difficulties such as word finding and formation also have difficulty with written expression. (if you can't say it, you can't write it). Often the SLP will work with the writing specialist to help.

Given his very slow processing and ADHD, he may need help with executive functioning skills. Sometimes kids with an IEP also have a study skills or academic support goal to help them learn to be a more active and efficient learner.

If he needs this kind of support, and IEP would be the best bet.