A: All content and elective teachers are required to provide linguistic accommodations for English Learners. TAC Chapter 74.4b of the English Language Proficiency Standards states that it is the district’s responsibility to provide instruction in the TEKS of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s level of English language proficiency. Enrichment curriculum refers to CATE, Fine Arts, Health Education, LOTE, PE, and Technology Applications. 

A: Linguistic accommodations are language supports that decrease the language barrier ELs experience when learning and demonstrating knowledge and skills in English. As ELs learn English, the types of linguistic accommodations that are most suitable change, and the need for particular accommodations lessens. It is important for teachers to stay attuned to the English language proficiency levels of their ELs so that they can monitor and adjust the linguistic accommodations as the students learn more English. Therefore, linguistic accommodations need to be determined according to each individual student's needs.

A: Due to the nature of language acquisition, linguistic accommodations are fluid and change as the student develops language proficiency. The teacher has the autonomy to adjust linguistic accommodations according to student progress. 

A: Content teachers are responsible for documenting linguistic accommodations in eSTAR every grading period. This includes documenting "none needed" for students who are demonstrating success without linguistic accommodations. It is important to note that linguistic accommodations may vary across content areas depending on student needs. Although elective teachers are not required to document linguistic accommodations in eSTAR, they are still responsible for providing linguistic accommodations according to the proficiency levels of their students.