Determining effective change that leads to sustainable improved student achievement remains an elusive goal for most educational communities. This research addresses the question of what factors of professional development promote sustained change within a school organization. The survey questions focus on the formation of professional learning communities following training that comes with the adoption of a new curricular program. The interview questions address how educators were supported with training and follow-up after a curricular adoption. The author addresses the need for continued professional learning and support to promote the development of educational environments that can successfully analyze data and plan effectively for maintaining gains in student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]