12th Grade Special Education Assessment

Executive Functioning Skills Checklist for High School: A Comprehensive Tool for Special Education Professionals

This high school checklist helps special education professionals and behavior specialists assess and support high school students as they prepare for post-secondary life. It focuses on 12 essential executive functioning areas with subskills, interventions, and sample goals tailored for IEP, FBA, and BIP plans at the high school level. This checklist addresses skills necessary for academic success, personal responsibility, and independence, such as goal-setting, emotional regulation, and time management.

What Problem Does This Solve?
High school students with executive functioning deficits often face difficulties in managing complex assignments, maintaining focus, and balancing school with other responsibilities. These deficits can hinder academic progress and impact their readiness for life beyond high school. This checklist allows educators to assess executive function skills, identify areas needing support, and provide structured interventions that equip students with strategies for success in academics, social situations, and personal growth.

Who This Helps
This tool is designed for teachers, specialists, and support staff working with high school students who require additional support in one or more executive functioning areas. Whether you’re establishing IEP goals, conducting an FBA, or implementing a BIP, this checklist provides a roadmap for identifying student needs and setting personalized goals that foster independence and responsibility.

Time-Saving Solution
With targeted interventions and measurable goals, this checklist allows educators to save time by providing ready-made, developmentally appropriate interventions and sample goals. Educators can focus on implementing and adapting these goals to meet individual needs, helping high school students progress toward greater autonomy and skill mastery.

What’s Included?

• 12 Executive Functioning Areas: Full coverage of crucial skills for high school success, such as planning, self-motivation, and impulse control.

• Age-Appropriate Subskills: Each executive functioning skill is broken down into high school-relevant subskills, making assessments focused and effective.

• Targeted Interventions: Interventions are designed for high school students, promoting independence and preparing them for life beyond school.

• Measurable Goals: Ready-to-use sample goals ideal for IEP, FBA, and BIP implementation, tailored to support high school-level skills and maturity.

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Pair this checklist with the Behavior Progress Monitoring Tracking Sheet + Graphing Bundle for a comprehensive approach to tracking and progress monitoring. This bundle enables teachers to graph behaviors such as frequency, duration, and rate, providing data to inform IEP and BIP decisions.

Blog Posts to Learn More About Behavior Data Collection

• How to Use Behavioral Baseline Data to Promote and Measure Student Growth
• How to Use Frequency Count in Excel to Progress Monitor Classroom Behavior
• Duration of Behavior: How to Use Duration Count to Effectively Track Student Behavior
• Interval Graphing for Student Success: A Step-by-Step Guide for Educators
• Behavioral Progress Tracking: The Power of Rate Graphs in Education

Not sure what kind of data collection you need? Take a look at my FREE Resource, Data Collection for Behavior, which will walk you through various types of data collection, how to use them, and which types of behavior each data collection method is best suited to.

Please follow me on TeachShare for more great behavior tracking and SEL resources. And remember, if you purchase, please leave a review and TPT will give you credits toward more fabulous TPT resources!

The Native Americans unit contains around 100 pages total with adapted text and activities. This unit is designed for students with intellectual disabilities and autism but can be used in general education elementary grades or ELL.

This unit addresses how Native Americans lived, how they lived differently in different parts of North America, and how they obtained food to survive. Through this unit, students will make connections between how they live their lives today vs. how Native Americans lived long ago.

This unit provides opportunities for repetition in the classroom, which is essential for students with intellectual disabilities, as well as the use of visuals.

There are three versions of the text (Levels 1-3). Level 3 is the longest version of the text. Level 2 is a shorter version of the Level 3 text. Level 1 is a shorter version of the Level 3 text but contains pictures in the text to assist students who learn more visually. All books have large print and numbered pages.

This Unit Includes 3 versions of the text, text comprehension questions (Level 3 version), 15+ activities, and 4 versions of an assessment test and a True/False assessment.

Activities included: Vocabulary Word Wall matching, Vocabulary definitions, Cut and paste activities, and more.

**Color Coded Activities for students who require more support.

Also included: Unit Implementation Suggestions and a Suggested Unit Plan for 10 or 5 days.

***Feedback is always welcome!!***

If you have any questions or would like to report any errors feel free to contact me through email at: accesslearning123@gmail.com