Behavior Supports and BIPs in Kentucky
How do behavior supports work in a Kentucky IEP?
When a student's behavior impedes their learning or the learning of others, the ARC must consider positive behavioral intervention strategies and supports as part of IEP development (707 KAR 1:320, Section 5(2)(a)). This consideration is mandatory when behavior is identified as an area of need. A Functional Behavioral Assessment (FBA) and Behavior Intervention Plan (BIP) are standard tools used in Kentucky when behavioral concerns warrant. When a student with a disability is removed for disciplinary reasons, and if the behavior is a manifestation of the disability, the ARC must conduct an FBA and provide behavioral intervention services and modifications designed to address the behavior so it does not recur (707 KAR 1:340, Section 15). The manifestation determination must occur within 10 school days of a disciplinary change in placement (707 KAR 1:340, Section 14(1)). Under 704 KAR 7:160, if a parent or emancipated youth requests a debriefing session after a restraint or seclusion incident, it must occur within 5 school days of the request; IEP/504 team members may be included where applicable. Kentucky operates a statewide PBIS (Positive Behavioral Interventions and Supports) initiative, and LEAs are expected to implement tiered behavioral supports aligned with multi-tiered systems of support. Under KRS 158.148, school districts must develop and implement discipline codes that include provisions for students with disabilities, and the use of corporal punishment is prohibited in Kentucky public schools (KRS 158.150). The ARC must ensure that behavioral supports in the IEP are based on the results of the FBA and target the function of the behavior, not merely the behavioral topography.
What Kentucky Requires
When a student's behavior impedes their learning or others' learning, the ARC must consider positive behavioral intervention strategies and supports in the IEP (707 KAR 1:320, Section 5(2)(a)).
If the behavior is determined to be a manifestation of the disability following a disciplinary change in placement, the ARC must conduct an FBA and implement a BIP to address the behavior (707 KAR 1:340, Section 15).
The manifestation determination meeting must occur within 10 school days of any decision to change placement for disciplinary reasons (707 KAR 1:340, Section 14(1)).
If a parent or emancipated youth requests a debriefing session after a restraint or seclusion incident, it must occur within 5 school days of the request. Appropriate supervisory and administrative personnel conduct the session, which may include IEP/504 team members to evaluate whether supports were implemented with fidelity (704 KAR 7:160, Section 5(6)-(7)).
Students without current IEP or Section 504 eligibility who are restrained or secluded should be evaluated for eligibility consideration; the LEA must either refer for IDEA/504 evaluation or document the basis for declining to refer (704 KAR 7:160).
Corporal punishment is prohibited in all Kentucky public schools (KRS 158.150); behavioral interventions must use positive, evidence-based strategies.
Kentucky's statewide PBIS framework supports tiered behavioral interventions and is an expected component of LEA support systems.
Behavioral supports in the IEP must be based on FBA results and address the function of the behavior, not merely the behavioral topography (707 KAR 1:340, Section 15; KDE PBIS Guidance).
Key Timelines
Manifestation determination must occur within 10 school days of a disciplinary change in placement (707 KAR 1:340, Section 14(1)).
If requested by the parent or emancipated youth, a debriefing session must occur within 5 school days of the request; IEP/504 team members may be included (704 KAR 7:160, Section 5(7)).
FBA must be conducted as part of manifestation determination when behavior is the basis for disciplinary change in placement (707 KAR 1:340, Section 15).
A BIP must be developed or revised promptly following completion of the FBA (707 KAR 1:340, Section 15).
Sources
Related IEP Guides
FBA and Behavior Plans: A Parent's Complete Guide
Learn what an FBA is, how to read a BIP, what makes a good behavior plan vs. a bad one, and when to push back on your child's behavior supports.
Your Child Isn't Misbehaving — They're in Fight or Flight
Learn why aggression in children with disabilities is often a stress response, not defiance — and what the IEP should include to actually help.
Color Cards, Point Sheets, and Daily Reports: Understanding Your Child's Behavior Tracking System
Color card systems and behavior charts: what they measure, what they miss, and the right questions to ask when data connects to your child's IEP.