This report provides a snapshot of the status of formative assessment implementation practiced in Sunnyside Unified School District (SUSD) in Tucson, Arizona in spring 2021. Since 2015, SUSD has engaged in a multi-year effort to support the development of teachers' formative assessment practices. The 2020-2021 school year represents an exceptional time in this learning journey as educators, leaders, and families responded to the global pandemic. During the 2020-2021 school year, a technical assistance team from the Region 15 Comprehensive Center (R15CC) supported SUSD's ongoing effort to enhance formative assessment practices (including how to translate them to online contexts) by working with 28 teachers (referred to as lab classroom teachers in this report) and 61 site leaders to support their formative assessment knowledge and practices. For this study, trained site leaders observed lab classroom teachers in their classrooms at the end of the 2020-2021 school year to assess the extent to which they implemented the FARROP formative assessment dimensions. This report summarizes findings from the observations, which focused on the extent to which all observed teachers (lab classroom teachers and nonlab classroom teachers) implemented different dimensions of formative assessment and their related indicators, with the goal of highlighting areas where teachers demonstrated proficient formative assessment practice and where there are opportunities to further support teachers' formative assessment implementation. Additionally, this report compares the formative assessment practices of lab classroom teachers who participated in the fall 2020 trainings to the nonlab classroom teachers. This report introduces the research questions, describes the data collected, and presents key findings. It ends with a summary, reflection questions, and a discussion to guide reflection on the results and the overall project. [Jessica Arnold, Tran Keys, Tuyet Tran, Ryan Huynh, and Ryan Lewis contributed to this report.]