These are the appendixes for the report "Alaska Native Students as English Learner Students: Examining Patterns in Identification, Classification, Service Provision, and Reclassification." The study sought to inform Alaska stakeholders about the identification, classification, service provision, and reclassification patterns of Alaska Native English learner (EL) students. More broadly, it also sought to inform policymakers, practitioners, and researchers regarding EL policy as it affects Indigenous students. Indigenous students, including Alaska Native, American Indian, and Native Hawaiian students, are underrepresented in EL policy research (Carjuzaa & Ruff, 2016). Much research focuses on immigrant-origin students--specifically, Spanish-speaking students. Although the Spanish-speaking EL population accounts for roughly 80 percent of the EL population in the United States (U.S. Department of Education, n.d.), there are many EL students with other racial/ethnic, linguistic, and national backgrounds. This gap in EL policy research is important because EL students have highly disparate outcomes that often correlate with racial/ethnic and linguistic characteristics. Research on this important group of students is critical for education stakeholders as they work to ensure that Indigenous EL students receive high-quality, equitable, and appropriate education services and supports. The appendixes include: (1) About the study; (2) Methods; and (3) Supporting analysis. [For the full report, see ED612515. For the study snapshot, see ED612516.]