The oral language achievement scores are not only significantly lower than predicted given his FSIQ, they are also in line with his VCI.
It appears that you may be in an RTI state, where the standard for learning disability is below grade level, rather than unexpected differences between ability and achievement (the discrepancy or pattern of strengths and weaknesses models). At his age, however, he can be qualified under developmental delay (for his self-regulatory weaknesses) in most states. With a diagnosis of ADHD, he can also be qualified as health impaired. Another area to bring up with the team, especially since she notes the discrepant weaknesses in oral language, is speech/language or communication impairment. Was he seen by a speech language pathologist for an evaluation? I'm pretty sure he would come out at or above average on most of those tests, given his existing testing, but an eval might still reveal relative weaknesses or clinical observations that might inform accommodations and interventions. Though I'll note that LC is also often compromised in learners with weaknesses in sustained attention. OE also has a component that can be significantly affected by sustained attention.
Also, his spelling behavior and lack of early reading advancement sound like he may have some vulnerabilities in phonics/phonological processing, despite his high ERS and PD scores. (Not much is expected from a first grader, so it wouldn't take much for him to score well, even if there are relative weaknesses in this area.)
