Reforms to support and increase personalized learning approaches are increasingly being introduced in middle schools around the country. Personalization as enacted in response to these reforms encourages teachers to implement many practices that have long been advocated for among middle grades reformers. However, middle grades teachers working within these newly personalized paradigms are likely to respond by adopting some practices while limiting their enactment of others. In order to better understand the practices of middle grades teachers working in these transforming spaces, this paper presents of survey of teacher practices for personalization in the middle grades classroom that respond to the needs of young adolescents. The paper describes the formulation and initial administration of the survey. Exploratory factor analysis provided evidence for the presence of factors describing practices for personalized assessment, out of school learning, individually customized learning, facilitating and planning whole group learning, technology implementation, and family engagement. Subscales demonstrated high internal consistency and moderate to high correlation across the groups of practices. Suggestions for future research using the tool are made. The survey instrument is included in an appendix.