Welcome!
Your DS has excellent scores in almost every area. In response to some of your key questions:
1. DYS--he has eligible scores in the required areas: FSIQ 145+, GAI 145+, VCI and FRI both 145+. Your school administered only enough subtests to obtain the GAI and FSIQ, which was a reasonable decision, based on the recommendations for gifted screening (though I would have preferred to have the three additional subtests needed to generate the complete set of five primary index scores). The index scores that are missing are the ones with weaker sensitivity in distinguishing GT from non-GT children.
2. Low scores--he actually does not have several scores that are low. He has a handful of scores that are in the average range, only one of which is actually a full subtest score (this would be Coding, which is a fine-motor speed task). They appear low only in contrast to his exceptionally strong scores in every other area. Given his young age, in the absence of other information suggesting that he has challenges with speed, fine-motor coordination, or other skills, I would not be too concerned about the Coding (Cd) score. Of course, if you do have concerns IRL, that would be another story.
The other subtest that is relatively low is Digit Span (DS), which is in the high average range. In looking at the process scores (components), I notice that he did better on DSB and DSS than on DSF. This is not an unusual profile in children who have had ADHD questioned, as the difference is that DSF (repeating digits verbatim) is a rote memory task, which tends to be less engaging, and thus more vulnerable to inconsistent attention. DSB (repeating a series of digits in reverse order) and DSS (repeating the digits in increasing order), in contrast, are both more interesting and more amenable to cognitive strategies. In my experience, I find that both children who have attentional weaknesses and children with high cognition may perform better on the reverse and sequencing conditions than on the forward condition. In your DS's case, it could easily be one, the other, or both.
3. Score interpretation--otherwise, his scaled scores are uniformly high, and fairly close to each other. He received one max scaled score in each of the three GAI-related clusters (VC, VS, FR), for at least two of which he appears to have been administered every item available (meaning they may be low estimates of his ability; extended norms are anticipated to come out later this year, at which point it might be worthwhile for you to have his raw scores re-interpreted on the extended norms).
4. ADHD--the data in this set of test scores neither confirm nor rule-out ADHD, on their own. Persons with ADHD often have high stimulus needs; GT individuals also have high intellectual or creative stimulus needs. Children with ADHD have difficulty sustaining attention for low-interest tasks; many ordinary academic activities are so far below the ability of GT children that they may have difficulty sustaining attention for them. Then again, it is quite possible to be dually-exceptional (2e), and be GT/ADHD. I would start from impact on essential life functions. If he is happy, productive, and engaged in healthy relationships, my preference would be merely to keep an eye on attention/impulsivity.
5. Social skills--both GT and ADHD can affect social interactions, often for very different reasons. For GT, a better-matched peer group may make a big difference. You may see this area develop in a more satisfactory way in the GT program. This is a big topic, though, with a lot of facets.
