PERTS

At Dixon Elementary School in Chicago Public Schools, Julia Hock saw student-teacher relationships flourish through trust and support using insights from Elevate:

“I felt very supported [using PERTS Elevate] and feel it is a worthwhile investment in our community. The results helped me build relationships with my students and foster trust with them.”

When students feel seen and supported, classrooms become positive and uplifting communities.

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At Prosser Career Academy High School, Marianna Jennings found new focus in her reflection on her teaching practice:

“I have always been reflective about my practice. Now [with Elevate], I think it is a more focused reflection.”

Reflection is powerful, but focused reflection drives positive change for improving student learning conditions.

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At Waunakee Intermediate School, Stacy Starin deepened her connection to students by leaning into curiosity:

“[Using PERTS Elevate] I have felt more in touch with what my students want along with a deeper understanding of their wants and needs… Stick with it. Ask for student feedback and get curious; it pays off.”

Getting curious is the first step toward building trust with students and transforming teaching.

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At The Virtual School in Chicago Public Schools, Jamil Cary embraced real-time reflection on student feedback:

“[With Elevate] I was able to measure how my students were experiencing class and implement changes in real-time. I am very satisfied and would love to continue using PERTS [Elevate] to continue improving my craft.”

Listening to students doesn’t have to wait for the end of a quarter. Real-time feedback helps fuel real-time improvement.

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At Iron Horse Middle School in SRVUSD, Lacey Lowe found strength and value in collaboration with teachers in communities of practice:

“We met frequently in a small group to discuss [PERTS Elevate] implementation, and support one another with results and how to interpret and grow in our classroom instruction and community.”

Student voice work grows stronger when educators reflect and grow together.

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At Bradford High School in Kenosha Unified, Amy Stephan knows that how you introduce student voice surveys matters:

“Take the time to really explain the why of the [PERTS] survey to students so your data is accurate and not rushed.”

When educators are clear with students about the purpose of a feedback survey, they respond with care. Trust starts with transparency.

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At George Westinghouse College Prep, Keith Dumbleton found that consistency created meaningful feedback loops:

“I've always used class surveys in my teaching but [PERTS Elevate] was helpful because of the regularity… I could see changes across the year, hopefully indicating responses to changes I had made. This helped me feel like I was genuinely hearing and engaging with my students, and from feedback I believe it made them feel the same way.”

When feedback becomes a habit, students see that their voices make a difference.

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At San Ramon Valley Unified School District, Charlotte Vaughns encourages a bold shift in mindset:

“Be okay with receiving feedback that may not be positive. Be open to having discussions with your students about what they believe may help them be better participants in the classroom environment which will create better learning conditions.”

Brave conversations help to build better classrooms.

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The first few weeks of school are a powerful time to co-create the kind of learning environment students want to be part of.

One practical strategy from the Classroom Community guide: Invite students to help create classroom norms. When students collaborate on norms that reflect what they want to see, hear, and feel in class, they’re more likely to invest in upholding them. This promotes mutual accountability, encourages peer support, and lays the foundation for a respectful, collaborative space. 📚🌱

Start with prompts like:

🔷 “What makes a classroom feel welcoming?”
🔷 “What helps you feel comfortable speaking up?”

Learn more: perts.net/elevate/classroom-community

Start building a feedback-rich culture with a simple protocol students can use with each other. From the Feedback for Growth guide:

✨ Try the “𝐈 𝐋𝐢𝐤𝐞, 𝐈 𝐖𝐢𝐬𝐡, 𝐈 𝐖𝐨𝐧𝐝𝐞𝐫” protocol to guide peer-to-peer feedback. It helps students offer thoughtful praise, specific improvement suggestions, and curiosity-driven questions. This structure promotes respectful dialogue and reinforces the idea that improvement is for everyone.

🔷 Model it first
🔷 Use it during writing, presentations, or projects
🔷 Reflect on what makes feedback helpful



Explore more: perts.net/elevate/feedback-for-growth

At Union Local Elementary in Union Local Schools, Autumn Swallie watched classroom culture transform:

“Classroom culture seemed stronger as the year progressed [using PERTS Elevate]. Students worked harder to resolve conflicts without teacher involvement, and they were gaining more self-motivation to succeed.”

When students feel empowered, they don’t just participate, they lead.

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Trust grows through consistent, low-pressure opportunities to connect. That’s why early in the school year is the ideal time to introduce classroom circles, a simple structure that helps students see and hear each other in authentic ways.

Circle prompts can range from fun (“What’s your favorite way to spend a weekend?”) to reflective (“What helps you feel ready to learn?”). When practiced regularly, circles help create a classroom culture where students feel known and ready to engage.

✨ From the Classroom Community guide:
🔷 Use a talking piece
🔷 Keep the circle open and inclusive
🔷 Make space for both light and meaningful check-ins



➡️ More ideas: perts.net/elevate/classroom-community