Year one of a three-year curriculum implementation effort focused on facilitating curriculum implementation through diagnostic-prescriptive staff development guided by the concepts and tenets of the Concerns-Based Adoption Model. This curriculum implementation effort involved 12 kindergarten through sixth grade generalist teachers in an isolated Native elementary school in northern Canada. The curriculum innovation was a kindergarten through sixth grade provincial science curriculum. Various procedures and instruments used to assess Stages of Concern, Levels of Use, and Innovation Configuration are described, as is their specific use in assessing staff development needs. Also discussed are the evaluation of staff development efforts, and the assessment of the total effectiveness of the implementation effort. Among the conclusions reported is a finding that teacher Stages of Concern, Levels of Use of the Curriculum Innovation, and Configuration Use of the Innovation can be predictably influenced as a result of Concerns-Based Staff Development. (Author/JD)