These are the appendixes for the report, "The Association between Teachers' Use of Formative Assessment Practices and Students' Use of Self-Regulated Learning Strategies." Two appendixes are included in this document. Appendix A are the methods of the study. This includes the reliability of the teacher and student surveys and the frequency calculations and proportional weighting. Instructional leaders in the three districts (Chandler Unified School District, Flagstaff Unified School District, and Sunnyside Unified School District) derived the study's survey items from existing survey instruments in summer 2018. The items examining teachers' core formative assessment practices were drawn from the relevant subscales on the Formative Assessment Rubrics, Reflection and Observation Protocol (Wylie & Lyon, 2016). The items for students were drawn from the self-regulated learning subscales on the Motivated Strategies for Learning Questionnaire (Pintrich & DeGroot, 1990) and the Organisation for Economic Co-operation and Development Programme for International Student Assessment (PISA; Artelt et al., 2003). The initial analyses for the study tabulated how often (from 1-Never to 5-Always) the responding teachers and students reported using these different formative assessment practices and self-regulated learning strategies in the classroom in an average or normal week. Next, the study team calculated a frequency index for each teacher and student that represented the sum of each respondent's 1-5 ratings across all questions and then further explored (through correlations) the association between these frequencies among surveyed teachers and their surveyed students. Appendix B is the supporting analyses for the study. The rank-order correlations provide insight into how the frequency of each formative assessment practice is associated with the frequency of each self-regulated learning strategy. [For the full report, see ED609117; for the study snapshot, see ED609121.]