Introducing new practices alone seldom results in new practices being incorporated into ongoing classroom practices. The Concerns-Based Adoption Model (CBAM) provides a way to transfer new practices into the classroom. This article presents the Implementation Bridge, a metaphor for moving from the earlier or less advanced stages to the later or more advanced stages of the three diagnostic dimensions of the CBAM: (1) Stages of Concern; (2) Levels of Use; and (3) Innovation Configurations. Each of these CBAM elements is an evidence-based construct with related measuring tools that can be used to assess how far across the bridge each individual, school and/or district has progressed. Each can be used alone or in various combinations to measure implementation progress and as diagnostic information for planning next action steps to facilitate moving further across the bridge. Each also is important in summative evaluations. These three tools, individually and collectively, can be applied to implementation of the Standards for Professional Learning. The authors describe each of these diagnostic dimensions.