These are the appendixes for the report, "Changes in Exclusionary and Nonexclusionary Discipline in Grades K-5 Following State Policy Reform in Oregon" (ED610682). Students in grades K-5 who receive exclusionary discipline are more likely to experience chronic absenteeism, academic failure, and disciplinary problems throughout their school career. In the long term they are at greater risk of delinquency, substance abuse, and dropout. Elementary school students in schools with higher rates of exclusionary discipline report lower ratings of classroom order, feelings of safety, and have lower academic achievement than students in schools that use positive behavioral supports. Further, removing students for minor disruptive behaviors does not improve academic outcomes for students in the school who are not suspended. These studies provide evidence that school discipline is an important concern. However, additional research is needed to determine whether exclusionary discipline causes these negative student outcomes. This study used University of Oregon Schoolwide Information System (SWIS) data to examine the use of exclusionary and nonexclusionary discipline practices in grade K-5 from 2011/12 through 2017/18 in a voluntary sample of schools implementing Positive Behavioral Interventions and Supports (PBIS). The data covered the four years before implementation of the 2015 school discipline policy change (2011/12-2014/15) and the three years following implementation (2015/16-2017/18). Three appendixes are included: (1) About the study; (2) Methods; and (3) Supporting analysis. [For the full report, see ED610682. For the study snapshot, see ED610683.]