Initiated for the 2013-14 school year, the Common Assignment Study (CAS) is a three-year effort being led by the Colorado Education Initiative (CEI) and The Fund for Transforming Education in Kentucky (The Fund) with support from the Bill & Melinda Gates Foundation. Conceptually, CAS builds on previous efforts to improve instruction through the Literacy Design Collaborative (LDC). LDC's template-task approach to supporting key instructional shifts has demonstrated utility for teachers working to enhance literacy instruction across multiple content areas. With CAS, larger science, social studies and English/language arts (ELA) units have been developed that also focus on building literacy skills, in part, by incorporating LDC modules into the units. This report focuses on: (1) providing formative feedback on unit implementation; (2) teacher collaboration; (3) the status of context and conditions for CAS success, including school and district leadership and CAS alignment with curricula, assessments and teacher effectiveness systems; and (4) prospects for sustaining CAS. RFA is also investigating participant perceptions of enhanced teacher practice and improved student learning. An extensive amount of data for this study was collected through teacher, administrator, and partner interviews, student focus groups, teacher surveys, administrator surveys, observations of teacher collaboration on unit revision and review of student work.