Career Development Program
Middle School Transition Planning Survey
Updated June 2010
Student: ______________________________________
School: _______________________________________
Date Completed: ________________________________
Date Updated: _________________________________
Date Updated: _________________________________
Date Updated: __________________________________
The Allegheny Intermediate Unit is an equal opportunity education institution and will not discriminate on the basis of race, color, national origin, ancestry,
religion, sex, sexual orientation, age, handicap or limited English proficiency in its educational programs, services, facilities, activities or employment practices, as
required by Title IX of the 1972 Educational Amendments, Titles VI and VII of the Civil Rights of 1964 as amended, Section 504 Regulations of the
Rehabilitation Act of 1973, the Age Discrimination in Employment Act of 1975, Section 204 Regulations of 1984 Carl D. Perkins Act, the Americans With
Disabilities Act, or any other applicable federal or state statute.
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Teacher Tips – Student Transition Survey, Middle School Level
General Guidelines:
Prior to administering, it is suggested to obtain parent/guardian permission to complete the survey with a
child. If questioned, explain that it is necessary to take into account student interests when developing a
transition plan, and offer to send a blank copy home.
It is not recommended to administer the survey on a day when the student is not receptive, or when there
are other distracting events occurring, such as a big test or field trip. Establish a positive supportive rapport
with the student. Explain that the survey will not be graded, there are no right or wrong answers, and it will
help you get to know the student and assist in planning for the future.
Administer the survey in a one-to-one interview-like format, in an area separate from other students. The
teacher should orally read each item, and then write the response for the student. This allows the student to
candidly express him/herself and focus on the responses rather than on writing, spelling, etc. (Exceptions
would be students with communication needs and/or who respond more efficiently through writing rather
than through speaking.) A word-for-word record of each response is not necessary, as a brief summary is
sufficient.
During the survey, ask additional/follow-up questions if you know there are specific circumstances in the
student’s life that pertain to transition. For example, if you know the student has a hobby, but forgets to
mention it, or if you know the student volunteers in the community, you can ask what type of experiences
he/she has had.
Encourage the student to elaborate on responses, however, it is not suggested to pry into the student’s
personal family circumstances. Use your professional judgment. Remember, if a student discloses to you,
or you suspect abuse or neglect, you need to immediately follow the appropriate reporting procedures.
Specific Item Suggestions:
 When asking about favorite and least favorite subjects, remind the student to think about the subject
area content rather than favorite or least favorite teachers.
 When asking about what the student is good at, encourage responses about things in as well as out
of school such as hobbies, sports, etc.
 When asking about what the student is not very good at, remind him/her that everyone is good at
certain things, and things in which he/she may need help with. Give a personal example from your
life if it might encourage a response.
 When asking about high school, remind the student there are typically more options available in high
school, such as vocational training, electives like art, computers, etc., as well as extracurricular
activities.
 When asking about an adult “personally known” is to encourage the student to think about more
realistic careers rather than, “I want to be a pro football player.” It also may help him/her relate to a
role-model in the community to identify with.
 The, “I would like to work as …”question allows the student to express a ‘dream career.’
 When asking about where the student lives, a response like, “with mom and dad” or “in a group
home” is sufficient. Use your professional judgment on what follow-up questions to ask regarding
living arrangements.
 When asking about where the student would like to live, it’s okay to suggest options such as, “an
apartment,” “with family”.
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Student Transition Survey
Middle School Level
Student Name:
Date of Survey:
Age:
School Attending:
Person Assisting with Survey:
1. In school, my favorite subjects are:
2. In school, my least favorite subjects are:
3. I learn best when:
4. I am good at:
5. I am not very good at:
6. When I am in high school, I would like to learn about:
7. An adult that I personally know, who has a job I would like to try is:
a) That person’s job is:
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b) I would like to try that job because:
8. When I am an adult, I would like to work as a(an):
a) I would be good at that job because:
9. Right now I live with:
10. When I am an adult, I would like to live:
11. At home, the chores I do are:
12. When I am not in school, my hobbies and fun things I do are:
13. I would like other people to know that I am:
14. Notes:
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