Thank you for all the great advice. I'll try and provide some of the information in question and update you on where we are now. You all are incredibly helpful.
School District:
I called the district. We are an RTI district. However, district shared they will qualify in discrepancy model if they feel it is a unique case. She said 20 point discrepancy would be criteria. We have over 50 points between VCI WISC-IV and Broad Written. She explained that RTI means he would be observed/ tested for 12 weeks before recommendations would be made. She said she felt a team meeting would be a good next step and will contact the school. I do have W scores. They are all higher but within 1-15 points.
Diagnosis:
Ed psych is very credible. hoagies and Wright's Law webpage recommendation her. She has not worked with my district but most of the other surrounding districts. She said she'd write the diagnosis for me when I want it. I will ask for it. I've had a bit of a Hangul of anything being diagnosed as a LD and that is my fear of it haunting him in future...especially as I've doubted whether it is a LD for the last year. I'm ready now.
Writing: polarbear I will try all your great suggestions to identify root-cause better. For now the issue seems all of the above. Ha! Definitely grip issues though OT has improved. he is low muscle tone with motor planning issues and that is part of the issue. His fine motor is weak in some areas but others it is strong...and ?OT explained this better than I can but finger strength is very strong (Lego obsessed kid) so putty exercises and stuff he excels with...his posture when writing is poor. He uses the right side of his body only when writing. I will pay more attention to vision...he does look off to the side when talking to you at times ...in a processing and visual overload way.
Beery:
Beery VMI 100/50%
Visual Perception 93/32%
Motor coordination 102/55%
Reading: he was a late reader for a gifted child of his ability. In K...as a 6 year old...he had a strong preference to read by word recognition and context. Thus he would guess a tremendous amount based on first few letters of a word and picture/comprehension clues. His errors were skipping words, lines, missing simple,words like there, that, this...but getting very hard words like comprehension, velocity, etc because of his strong vocabulary. Because all phono tests showed above average results the though was a glitch happening between phonic awareness and decoding. The tutor used OG to specifically work on the phonic sounds he was missing and decoding strategies. He loved learning the phonic rules. He still struggles decoding names when reading and he will tell you people need to speed their kids names using the phonic rules...drives him batty. Of course I won't tell you his sisters name (it doesn't follow the rules...ha!)
What I want: tester gave me these recommendations..
1) continue reading out loud to ensure patterns detected for areas of gaps. But his reading is largely protected by his VCI and strong phonic awareness.
2) continue to teach him ways to compensate for reading struggles...like paying attention when things don't make sense. Highlighting key words in word problems, etc. this as protection for when reading demands become more technical.
3) provide audio books to ensure comprehension skills are practiced without taxing reading fluency. Also to ensure he is getting I out at ability level even though reading level may not match.
4) continue OT for next year. OT did handwriting without tears and finished so now working on motor planning/ gross motor skills.
5) Put keyboarding accommodations and timing accommodations in place due to processing and motor graphia issues.
And then stuff in enriching and she recommended we try EPGy for math to take pressure of writing and fluency and see how he does with concept and calculation enrichment.
Based on that it sounds as if a 504 is my better bet. As I'm wanting more accommodations and happy to keep tutoring private.
