1. I wouldn't find the FSIQ to be terribly valuable (unless it is required for access to something), as it really isn't a good representation of his overall ability, given the huge gap between the GAI subtests and the CPI (WMI, PSI) subtests). I could calculate it for you at some point, but I don't keep all my tables at home.
2. Did you get extended numbers for the VCI? With 19s across the board, that is likely a low estimate of his verbal ability. If you have raw scores for those three subtests (and we might as well throw in matrix reasoning), you (or I, if you like) can calculate an extended VCI (and hence extended GAI).
3. I suspect that, if re-tested on the WISC-V, his FRI (fluid reasoning) and QRI (quantitative reasoning) would score higher than the PRI did, as they draw more on mathematical thinking than the WISC-IV PRI did. I have seen that profile on Picture Concepts in other GT learners--logical, but not conventional, relationships = unexpectedly low score.
4. The biggest concern is, I think, the one you already know, which is that the gap between age-appropriate production (or even below-age-normative, but compensated with cognition) and far-above-age-level reasoning can be extremely frustrating. Given that this testing is from the reeval that resulted in termination of services, I assume there was other testing, such as academic achievement, and possibly communication/speech and language (and presumably emotional, since that was his classification--but that is probably no longer quite as relevant). Was there diversity in his achievement performance? Even if normatively age/grade-appropriate (and thus, in many states, not eligible for special education), were any areas likely to be personally discrepant? Those may suggest areas to focus remediation, accommodations, or compensatory strategies.
A learner with the extremely high level of verbal cognition he has would be expected to have much higher levels of success with language-related tasks like writing. It may help if you start observing where the break down is. E.g., idea generation, initiation, organization/planning, elaboration/theme development, mechanics (spelling, grammar, punctuation), physical writing/keyboarding. There is some additional discussion in this thread:
http://giftedissues.davidsongifted....05/Re_Writing_Roadblocks.html#Post2385054. Re: executive functioning. If you've been on the forum long enough, you've probably seen many of us recommend
Peg Dawson's "Smart but Scattered" (
https://www.amazon.com/Smart-but-Scattered-Revolutionary-Executive/dp/1593854455), and
Joyce Cooper-Kahn's "Late, Lost, and Unprepared" (
https://www.amazon.com/Late-Lost-Unprepared-Executive-Functioning/dp/1890627844). I also like
Joshua Langberg's HOPS (
https://www.nasponline.org/books-and-products/products/books/titles/hops-for-parents)
The first two have excellent general EF suggestions, while the last is a workbook for a parent-mediated intervention for homework organization/completion, and planning, to systematically teach learners school-specific EF skills. There's a school-based version of the intervention as well, if you can sell his classroom teachers/guidance counselors on reinforcing the strategies there.
