Preparing for Readiness and Academic Improvement
for pre-School ELs (PRAISE)

Overview & Impact Snapshot

Purpose of PRAISE

The Preparing for Readiness and Academic Improvement for pre-School English Learners (PRAISE) project is a federally funded partnership between Florida Atlantic University and the School District of Osceola County designed to strengthen the quality of early learning instruction and leadership. PRAISE provides intensive, research-based professional development for Voluntary Pre-Kindergarten (VPK) teachers, paraprofessionals, and school leaders to enhance instructional practices that promote young children’s language, literacy, and social-emotional development—especially for students who are English learners. Grounded in evidence-based frameworks of effective teacher-child interactions and instructional coaching, PRAISE cultivates collaboration among educators through school readiness professional learning communities, a 4-day summer institute, and classroom-embedded coaching. The ultimate purpose of PRAISE is to improve school readiness outcomes by equipping early educators and leaders with the knowledge, tools, and reflective practices that support every child’s success from pre-K through grade three.

Impact of PRAISE

Project PRAISE has demonstrated measurable gains in both teacher practice and early learner outcomes across Osceola’s Voluntary Pre-Kindergarten (VPK) classrooms. Through sustained professional learning cycles, individualized coaching, and collaborative inquiry, participating educators have shown significant improvement in the quality of teacher-child interactions—as measured by CLASS. Teachers report stronger confidence in using data to guide instruction and greater alignment between pre-K and K–3 instructional practices. As a result, students in PRAISE classrooms have exhibited steady growth in early literacy and language development as evidenced by state assessments and formative measures. Beyond quantitative outcomes, PRAISE has fostered a culture of reflection, collaboration, and instructional excellence, building a sustainable model of early learning leadership that continues to strengthen readiness and academic achievement for Florida’s youngest learners.

The partnership that FAU and SDOC have developed continues to empower VPK teachers to be more than just "daycare”. Together researchers, district and school leaders, teachers and families are bridging VPK and K-5 systems to create a uniform, collaborative atmosphere that emphasizes student growth and achievement in a supportive, developmentally appropriate environment.