It's excellent that she's had early remediation in reading; that will be extremely beneficial over the long term. I would suggest that you continue to monitor her reading, as grade level for a primary-age student is obviously not adult-level fluency, and while I hope that last year's intensive remediation was enough to get her over the hump, and maintain ability-appropriate growth in reading into the future, her profile suggests to me that she still has some way to go to reach that point. No timed reading tasks were administered to her in this battery, as far as I can tell, so the place where a vulnerability would be showing up right now (and over the next few years) was not assessed. Most schools are administering one-minute oral reading fluency probes to elementary-age students multiple times a year (or should be, if they are not). Keep an eye on those, especially for discrepancies between her fluency/rate and her untimed decoding and comprehension skills.
Doesn't look like the CCPT lined up with ADHD, so the low WMI and PSI probably aren't because of inattention or impulsivity, which suggests they are actually symptomatic of low working memory and processing speed.
In her WIAT scores, all of the untimed basic skills are age-appropriate (though that, of course, is below her cognition), but other than reading comprehension, she struggles to apply them in context: math problem solving is substantially lower than computation, sentence writing is (inconsistently) even lower compared to spelling. Fluency tasks were administered only in writing and oral expression (though the oral word fluency subscore that represents that for oral language does not appear to be present in your list). I would have liked to see the remaining second-grade fluency numbers as well (oral reading fluency, addition fluency, subtraction fluency). Our single data point confirms the slow processing speed (either for motor speed reasons, or for cognitive processing speed reasons).
Does she have current OT testing data? Were OT and reading services on a formalized plan (IEP) in the past? Even if it wasn't an IEP, if there was something written up, like a Curriculum Accommodation Plan, or an Individual Student Support Plan, providing that documentation may also help receiving schools recognize a students need for services more readily. I'm assuming this recent testing was for an initial evaluation for an IEP. If you can get her on to an IEP, you should not have quite as much difficulty maintaining services from posting to posting, as schools must implement the current, signed IEP of an incoming student, even if it was written in another state. Sometimes schools will press parents to re-evaluate on entry to a new school district, so that they can change the services (sometimes to increase services, but more often to reduce them). If you don't feel comfortable with that, you don't have to consent to early re-evaluation.
