Welcome, Skittles!
Based on the little bit of data presented, it is, of course, not possible to say absolutely how to attribute the behaviors you've described, but the more important question is what to do about them, and for that there is more of an evidence-basis. The kind of dysregulated behaviors listed all speak to growth needs in executive functions--which is, on some level, developmentally expected for a very little person. They are also the key lagging skills in neuroatypicalities like ADHD, but we don't need a label to address skills deficits. Regardless of the etiology, executive functions can be taught/improved. The teacher's suggestion of an informal behavior plan is a reasonable strategy for scaffolding the development of executive functions in a way that fits the setting. Portia's excellent suggestions for simultaneously observing patterns of behavior and providing movement and sensory opportunities are a complementary strategy that adapts the setting to the child.
In terms of the scores, as Portia notes, they are relatively even--and the one somewhat different score both has clinical notes on reduced reliability/validity, and has an analog (NNAT) that is more in keeping with the rest of the profile, suggesting that the difference should not carry too much weight.
A good practical resource for understanding executive functions and how to develop/scaffold them is the works of Peg Dawson:
https://www.smartbutscatteredkids.com/books/Here's her classic handbook on children:
https://www.amazon.com/Smart-but-Scattered-Revolutionary-Executive/dp/1593854455
