Those WJ scores are pretty good in general. I think it is clinically significant that the OT emphasized that handwriting should not be her avenue, despite average and above test scores. Her clinical sense is telling her that there are struggles not captured by the test scores. (And her Beery VMI is a bit low, considering how well she did on the WISC-IV PRI--though it matches Block Design.) None of the tests given address phonological processing, phonetic decoding, or phonetic spelling (the subtests from the WJ that would have were not given: sound blending, word attack and phoneme/grapheme knowledge, respectively).
They are in an awkward position wrt recommending further testing, as that would be tacitly acknowledging that their initial eval was inadequate, which, on some level, it was. OTOH, the team clearly feels that she is dyslexic and/or dysgraphic, because they gave her the special ed classification of SLD, which pretty much is IEP language for dyslexia, dysgraphia, or dyscalculia. (Those terms are rarely used in IEP documents. Instead, they are named Specific Learning Disability-basic reading skills, written expression, or mathematics (reasoning or calculation).) So, in that sense, the eval was adequate--because it resulted in the appropriate services for writing and math.
I would still like to see the phonological processing, decoding, and encoding testing. Ask the school first. They might do it (or they might not have the right assessment tools, which might be another reason they are hesitant about additional testing).
But great that she is getting both support and advancement. Good place to start from.
