Culturally and Linguistically Diverse (CLD) is an education term used to define students enrolled in public schools whose language and culture do not match the dominant culture. Assessing CLD students has been an ongoing challenge in school psychology for decades. Significant disproportionality includes CLD populations, special education eligibility, educational placement, and discipline (Guiberson, 2019; NCLD, 2021). During graduate school, school psychologists learn about administering standardized intelligence tests focusing on past performance. Moreover, the Cattell-Horn-Carroll (CHC) theory is the most widely accepted intelligence theory when assessing students for special education services. Although these intelligence tests yield valuable information, they do not provide information on their response to intervention. Dynamic Assessment (DA) is "an interactive approach to conducting assessments within the domains of psychology, speech/language, or education that focuses on the ability of the learner to respond to intervention" (Haywood & Lidz, 2007, p. 128). Curriculum-Based DA (CBDA) incorporates both standardized intelligence test principles and DA (Haywood & Lidz, 2007). The Model for Assessing CLD Learners for Special Education Identification integrates traditional psychological assessments and CBDA to gather as much information on the learner from CLD backgrounds. The CLD-Checklist assists practitioners in working with children from CLD backgrounds exhibiting significant difficulties in learning. This dissertation proposed a model for assessing CLD students and checklists to guide practitioners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]