<p>During their provision of assessment, consultation, and intervention services, school psychologists are often called to address the needs of students classified as linguistically diverse- including those students with disabilities. To gain access to language skill supports such as language modifications and regular monitoring of performance in the classroom, linguistically diverse students in the United States must meet identification criteria specified by states. When linguistically diverse students become proficient in English, they may be reclassified and no longer have access to these supports. This study used rigorous method to identify and code information from policy documents focused on identification and reclassification criteria across 50 states and Washington D.C. States uniformly employed home language surveys and English language proficiency tests for identification, but the recommended tests and the cut scores required for identification varied. Some states employed additional identification criteria, such as progress monitoring measures, review of records, and decision-making teams. All states (100%) required English language proficiency tests across reclassification criteria, but they varied in recommended tests and cut scores. A total of 24 states offered specialized identification criteria for linguistically diverse students with disabilities, and 42 states had specialized reclassification criteria for these students. School psychologists are well equipped to assist in actualizing state guidelines that employ an ecologically oriented, systems-level approach to identification and reclassification of linguistically diverse students with and without disabilities.</p>