Behavior Supports and BIPs in Oregon
How do behavior supports work in a Oregon IEP?
Oregon has robust behavior support requirements for students with disabilities, grounded in both state statute and federal IDEA. Under ORS 343.154, when a student with an IEP or 504 Plan creates an imminent risk of serious bodily injury, the school must conduct a functional behavioral assessment (FBA) and develop a behavior intervention plan (BIP) within 45 school days of parental consent. All service providers who work with the student must provide meaningful input into the BIP, and the plan must be correctly implemented before any revisions are made (ORS 343.154(2)-(3)). Oregon's ODE houses Positive Behavioral Interventions and Supports (PBIS) resources and supports districts in implementing tiered frameworks (Tier 1-3) for all students, with Tier 3 intensive supports particularly relevant for students with IEPs who have significant behavioral challenges. For students with disabilities whose behavior impedes their learning or that of others, the IEP Team must consider the use of positive behavioral interventions, supports, and other strategies to address the behavior (OAR 581-015-2225(2)(e); 34 CFR 300.324(a)(2)(i)). When the behavior intervention plan is developed, all teachers and service providers must be informed of their responsibilities under the plan (OAR 581-015-2220(4); 34 CFR 300.323(d)). Oregon prohibits corporal punishment in schools (ORS 339.250). When a student is suspended or faces a change in placement for disciplinary reasons, manifestation determination procedures apply (ORS 343.177; OAR 581-015-2500 through 581-015-2540; 34 CFR 300.530). Oregon recognizes that behavior is often a form of communication for students with disabilities and emphasizes prevention, positive supports, and trauma-informed practices in its behavioral guidance. The ODE publishes a Manifestation Determination resource (form 581-1279-P) to support teams in conducting these required reviews consistently. Oregon's restraint and seclusion rules (ORS 339.285-339.308; OAR 581-021-0550 through 581-021-0570) provide additional protections for students during behavioral crises.
What Oregon Requires
When a student with an IEP or 504 Plan creates an imminent risk of serious bodily injury, the district must conduct an FBA and develop a BIP within 45 school days of parental consent; all service providers must contribute meaningful input (ORS 343.154(1)-(2)).
The BIP must be correctly implemented before revisions are made; the district must document implementation fidelity (ORS 343.154(3)).
The IEP Team must consider positive behavioral interventions, supports, and strategies when a student's behavior impedes learning for the student or others (OAR 581-015-2225(2)(e); 34 CFR 300.324(a)(2)(i)).
Corporal punishment is prohibited in Oregon schools; behavioral interventions must be non-punitive and based on positive supports (ORS 339.250).
All teachers and service providers must be informed of their specific responsibilities under a student's behavior intervention plan (OAR 581-015-2220(4); 34 CFR 300.323(d)).
ODE supports statewide PBIS implementation with Tier 1-3 frameworks; Tier 3 intensive supports are particularly relevant for students with significant behavioral challenges.
Oregon uses standardized Manifestation Determination Review form 581-1279-P for discipline cases involving students with IEPs (OAR 581-015-2500).
Key Timelines
FBA and BIP must be completed within 45 school days of parental consent when a student with an IEP or 504 Plan creates an imminent risk of serious bodily injury (ORS 343.154(1)).
Manifestation determination must occur within 10 school days of a decision to change placement for disciplinary reasons (OAR 581-015-2510; 34 CFR 300.530(e)).
BIP must be reviewed when a student's behavior does not improve or when a new BIP is needed following a manifestation determination (OAR 581-015-2520; 34 CFR 300.530(f)(1)).
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.