The components I listed are not universally required in every ELL program model, but they are generally considered to be essential. The specific requirements may vary depending on the needs of the students and the resources available to the school or district.

For example, in some cases, it may not be possible to provide dedicated instructional time for ELD. In these cases, teachers may need to incorporate ELD instruction into their regular content lessons. Additionally, the specific strategies used for differentiated instruction and culturally responsive teaching may vary depending on the students' cultural backgrounds and language proficiency levels.

However, the components I listed are a good starting point for developing an effective ELL program model. They provide a foundation for ensuring that all ELLs have the opportunity to succeed in school.

Here are some examples of where these components are the minimum requirement:

* The federal government's Title III of the Elementary and Secondary Education Act (ESEA) requires states to provide ELLs with access to a variety of language instruction and academic support services. These services must be designed to help ELLs achieve English proficiency and academic success.
* The National Association for the Education of Young Children (NAEYC) has developed standards for early childhood programs that include specific requirements for serving ELLs. These standards emphasize the importance of providing a language-rich environment, using culturally responsive teaching practices, and assessing ELLs' language and academic progress.
* The California Department of Education has developed a set of guidelines for ELL programs that include many of the components I listed. These guidelines are designed to help schools and districts develop effective ELL programs that meet the needs of all students.

I hope this helps!
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