In addition to what’s been mentioned, my son can leave the class to work. Sometimes he works in the hall or the health room or the counselors office. He gets some 1:1 staff support with a flash pass.

But as for gaining skills, that’s something we’ve been working on at home for over a decade. The school educated my son and offers some support with teaching executive functioning skills. But the bulk of the Work falls on the family. We’ve been lucky that we are successful without having to pay an executive functioning coach. But like I said, we started at a young age.

What I do with my 8th grader is (with ADHD):

daily checks of online calendar to see what assignments are due

go through his binder each weekend to see if everything is organized and he didn't forget to turn in assignments, etc

Also sticky notes on his binder to remember stuff he needs to remember at school

In class for distractions, he is supposed to sit in the front of the class (but he doesn't always) and he also has a fidget, which sometimes helps and probably sometimes makes it worse.

What’s he doing while he’s “settling in?”

I assume you mean that your child has a Resource class which should be teaching the students to organize their time. The extra teacher in the regular classes helps to provide verbal and visual prompts. If these along with the accommodations outlined in the IEP are insufficient then you should consider an outside tutor and extra support on your end since (as previously mentioned) executive functioning is a life skill. If your child is on medication, you should mention the teacher feedback to the prescribing doctor.

I’m sorry, OP, but your question is a little hard to understand. If your child has an iep for adhd, there should be some services and accommodations in the iep that would help with executive function skills. If the school is not providing those services, you may need to complain further up the food chain.
Executive function skills are in fact, life skills. They need to be taught and practiced until they are second nature, both in and out of school. Lists, cues, reminders, timers can all help.

Is he getting the supports that are listed in his IEP, but finding that they are not sufficient?
Or is he not getting the supports that are listed in his IEP?
If the school is following the IEP, but it is not helping, he may need additional services or a different type of classroom.
As for executive functioning skills, we found that an outside EF coach was necessary. And time. Lots of time and practice.

Older kid here. Late middle school. We have an IEP but I am not seeing many actual supports being implemented for executive functioning. He gets an extra. To do his homework but it’s more like a study hall. He has coach taught classes with a second teacher in the class. But the teacher still reports that he is distracted and doesn’t settle in to class and is missing the first five or 10 minutes of class getting settled and is then behind. What kind of supports did your kid with an IEP get for executive functioning? He gets extra time on assignments but it still doesn’t help him gain any skills. Also curious what kind of supports are offered in high school.