The most important thing to understand about the relationship between FBAs and BIPs is that the findings of the FBA must ultimately be the foundation for the recommendations of the BIP. The FBA exists to identify why the child is acting the way he or she is, while the BIP considers the information that the FBA has gathered and then uses it to develop the best plan going forward.
With respect to students on an IEP who are being disciplined, sometimes disagreements will arise between the child's parents, who believe that the problem behavior is a manifestation of the student's disability or a school's failure to properly implement the IEP, and the rest of the IEP team, who believe this not to be the case. If this happens, it is a serious problem, and the school district is going to have to make some very important decisions. Things for the district can turn very messy very quickly - not to mention very expensive - if there is a determined parent, and the district must make a decision as to whether it wants to have this fight or wants to work out some kind of a compromise with the parent.
Some of you may have seen the following article in the Denver Post on May 19, 2014: http://www.denverpost.com/news/ci_25790145/severe-punishments-minority-students-see-little-change
Due to several high-profile acts of school violence in the past several years, many schools have gone to a "zero tolerance" approach to school discipline. In other words, they operate under the belief that pushing kids out rather than helping them is the best approach. This is unfair to the vast majority of kids who would never commit violent acts, and it is an ineffective approach to school discipline.