These technical appendices are for the report, "English as a Second Language at California's Community Colleges: An Early Examination of AB 705 Reforms." Assembly Bill 705 (AB 705 Irwin) sought to increase successful completion of transfer-level math and English courses by addressing systemic problems in traditional placement policies and curricular structures. The law requires colleges to maximize the probability that students who enroll in credit English as a second language (ESL) courses complete transfer-level English within three years. It also requires community colleges to use high school records as the primary criteria for placement and provides flexibility for colleges to use guided or self-placement if high school records are not accessible. Notably, the bill acknowledges that ESL is distinct from remediation in English and that students enrolled in ESL credit coursework are foreign-language learners seeking proficiency in an additional language. The analysis utilizes both quantitative and qualitative data to both descriptively illustrate the ESL landscape of the California community college system after the first year of implementation of Assembly Bill 705. Appendices in this document include: (1) Key Terms, Data, and Methods; (2) ESL Placement; and (3) ESL Enrollment and Outcomes. [For the full report, see ED627173. For the Policy Brief, see ED627175.]