Little is known about the impact of staff development programs on student reading comprehension performance. This study examined the impact of staff supported through "Reading Next"'s Project C.R.I.S.S. on middle and high school student remedial reading performance in one Southwestern U.S. school district from 2005 to 2010. This historical study's conceptual framework included Vygotsksy's sociocultural theory and Gardner's multiple intelligences theory. Data sources included government and school district archival and public documents and standardized test scores from 2001 to 2010. Data analysis included descriptive statistics and test result analysis. Results indicated improved proficiency for students who took the test between 2005 and 2010 on standardized tests over those taking the test between 2001 and 2004. One particular middle school showed that between 2005 and 2010, those students that were proficient in reading comprehension climbed from 26% to 58%. One specific middle school reported a 7-10% climb among all student subgroups in reading comprehension scores between 2007 and 2009. In addition, district records indicated that, during the period when Project C.R.I.S.S. was used, dean discipline referrals dropped by 33%. Finally, district queries on student perspectives during that period indicated 93% of students reported both class work and homework were closely related to their specific learning needs, and 95% of students indicated they understood what the teachers expected them to learn and demonstrate. This study's positive social change impact includes providing information to district curriculum planners on how they can use staff support programs to maximize student outcomes. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]