The growth of each and every student in the Trumbull Public Schools is essential; it aligns squarely with the District’s Mission Statement to “meet the educational needs of all students within a challenging and supportive academic environment that empowers each student to become a life-long learner and to live and participate in a democratic, diverse, and global society.”
In all courses and grades, curricula is differentiated to meet the needs of students with potential for accelerated study. Additionally, at appropriate times, the District formally supports students who meet published criteria for special placement; such opportunities include:
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in grades 4-5, the Trumbull Academically Gifted Program;
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in grades 6-8, advanced course placement in mathematics; and
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in grades 9-12, advanced course placement across all subject areas.
The pages below detail, by grade band, criteria for special placement. Questions may be directed to This email address is being protected from spambots. You need JavaScript enabled to view it..
Grades 4-5
Trumbull's Academically Gifted (TAG) Program
Beginning in the 2019-20 school year, and consistent with Connecticut General Statutes §10-76a, Trumbull's Academically Gifted (TAG) Program will service the top 10% of those fourth-grade and fifth-grade students in the District identified at the end of their third-grade year as having “extraordinary learning ability.”
To identify those children, the District employs the following steps in sequential order in the spring of the third-grade year. The steps balance standardized measurements of abstract thinking and reasoning ability (e.g., the OLSAT) with district measurements of learning achievement (e.g., the DRP, the mathematics assessments) and classroom teacher ratings based on published metrics for identifying gifted students.
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Students who have received a 130 or higher as a subscore on either the Verbal or the Non-Verbal section of the OLSAT (Otis-Lennon School Ability Test) given in January of the third-grade year are selected for further analysis. (If this criterion does not generate at least 10% of the District’s third-grade population, a score of 125 or higher on either section will be used.)
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For each student meeting the criterion of Step (1), the following verbal and non-verbal assessment data points are combined according to the percentages indicated below.
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OLSAT Verbal total subscore: 35%
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OLSAT Non-Verbal total subscore: 35%
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Third-grade end-of-year DRP (Degrees of Reading Power) total score: 12.5%
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Third-grade mathematics Trimester 1, 2, & 3 assessments total score average: 12.5%
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Third-grade classroom teacher total rating on Scales for Rating the Behavioral Characteristics of Superior Students: 5%
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Consistent with State regulations, a District team of "certified and/or licensed professionals, who represent each of the teaching, administrative and pupil personnel staffs," will review the data to certify the top ten per cent of students, who will then be those eligible to participate in Trumbull's Academically Gifted (TAG) Program. Parents of eligible students will be notified in July, prior to the beginning of the school year, of the planning and placement team process.
On occasion, a student enters the District in grade 3, 4, or 5 subsequent to the administration of the data points referenced above. If a parent of a student in such a situation believes that his/her child may be qualified for TAG, he/she should contact the Assistant Superintendent of Curriculum, Instruction, & Assessments.
Grades 6-8
Advanced Course Placement in Mathematics
Courses in Trumbull's middle schools are grouped heterogeneously with the exception of mathematics. Within the heterogeneous context of each of the other subject areas, teachers are trained to differentiate appropriately for all students with special learning needs, including those with accelerated skills in the content area.
In mathematics, select students may begin a seven-year advanced mathematics course sequence beginning in grade 6. This course sequence begins with pre-algebra in grade 6 and leads to calculus in grade 11, and then additional advanced mathematics courses in grade 12. The selection criteria are designed to identify and support the students whose data suggest a clear cognitive readiness for mathematical rigor that can sustain over time. Students are identified based on meeting either or both of the following criteria:
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exceptional performance (80+) on the District-created mathematics assessment given in April of the fifth-grade year; and/or
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exceptional performance (130+ subscore) on the Non-Verbal section of the OLSAT (Otis-Lennon School Ability Test) given in January of the fifth-grade year, supported by standard or higher performance (60+) on the District-created mathematics assessment given in April of the fifth-grade year.
The fifth-grade District-created mathematics assessments asks students to use mathematical reasoning in order to solve computation and problem-solving questions based on these Connecticut Core Standards for Mathematics:
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Understand ratio concepts and use ratio reasoning to solve problems;
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Apply and extend previous understandings of multiplication and division;
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Apply and extend previous understandings of multiplication to multiply and divide a fraction or whole number by a fraction;
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Understand ordering and understanding the value of rational numbers;
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Apply and extend previous understandings of arithmetic to algebraic expressions;
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Solve real-world and mathematical problems involving volume; and
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Understand the place value system.
Additional opportunities for mathematical advancement occur:
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at the end of September of grade 6, for students who have demonstrated exceptional performance in mathematics (Late Grade 6 on the Numbers & Operations and Algebra Thinking sections of the September iReady assessment, or Late Grade 6 overall, plus high Level 4 on the May grade 5 Smarter Balanced Assessment in Mathematics);
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at the end of grade 6, for students who have demonstrated exceptional performance in mathematics (Late Grade 6 on the Numbers & Operations and Algebra Thinking sections of the June iReady assessment, or Late Grade 6 overall, plus either high Level 4 on the May grade 6 Smarter Balanced Assessment in Mathematics or 125+ subscore on the Non-Verbal section of the OLSAT given in January of the fifth-grade year, in addition to mastery on an examination of the prerequisite skills for first-year algebra);
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at the end of September of grade 7, for students who have demonstrated exceptional performance in mathematics (Late Grade 7 on any two subscores of the September iReady assessment with no subscore lower than Mid Grade 7, or Level 8 or higher on any subscore with no subscore lower than Mid Grade 7, plus high Level 4 on the May grade 6 Smarter Balanced Assessment in Mathematics).
Beginning with the Trumbull High School Class of 2023 (sixth-graders in 2016-17), students not in pre-algebra in grade 6 will take pre-algebra in grade 7, and will then begin algebra in grade 8, potentially leading to calculus in grade 12.
Course Placement in Grade 8 Algebra 1
Beginning with the Trumbull High School Class of 2023 (sixth-graders in 2016-17), students in grade 8 will be placed into either a one-year Algebra 1 course or a two-year Algebra 1 Extended course.
Placement in the grade 8 one-year Algebra 1 course is based on meeting any of the following criteria:
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Above-grade-level performance (80% or higher) on the Grade 7 midyear Algebra Assessment, supported by approaching-grade-level performance (Early Grade 7 or higher) on both the Numbers & Operations and the Algebra & Algebraic Thinking subscores of the June iReady assessment; or
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Approaching-above-grade-level performance (75% or higher) on the Grade 7 midyear Algebra Assessment, supported by grade-level performance (Mid Grade 7 or higher) on either the Numbers & Operations subscore or the Algebra & Algebraic Thinking subscore of the June iReady Assessment, with neither score lower than approaching-grade-level performance (Early Grade 7 or higher); or
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Grade-level performance (70% or higher) on the Grade 7 midyear Algebra Assessment, supported by grade-level performance (Mid Grade 7 or higher) on both the Numbers & Operations and the Algebra & Algebraic Thinking subscores of the June iReady assessment.
Grades 9-12
Placement criteria for students in the THS Class of 2024 (entering grade 9 in 2020-21) are detailed below by Department.
General Information on Course Placement in Subjects with Multiple Levels:
In grade 9, courses in English, mathematics, science, social studies, and world languages are offered at multiple levels. A student’s placement in a level of one subject does not determine a student’s placement in a level of another subject; for example, a student may take an Honors course in one subject even though the student does not take an Honors course in another subject.
- Step 1: Quantitative Placement based on Assessment Data:
To help determine the appropriate initial placement for students, middle school and high school teacher-leaders, department chairs, and administrators use data from multiple assessments, so that the fullest portrait of a student’s current level of understanding, and his/her potential, can be determined. Those multiple assessments include: (a) assessments that are already embedded into the typical curriculum for a subject area; and (b) assessments that are non-embedded, meaning they are given outside of the typical curriculum for a subject area. Use of both types of assessments allows for a fuller portrait of the student in each subject area.
Both the embedded and the non-embedded assessments are scheduled by middle school administrators, working together across both Trumbull middle schools, to be spread out over the months of December, January, and February. All assessments must be completed by late February to allow sufficient time for the Trumbull High scheduling process.
- Step 2: Qualitative Conversations between Middle School and High School Teachers & Administrators:
Following the initial placement of students as described above, conversations occur between the middle school and high school teacher-leaders, department chairs, and administrators in each subject area. These qualitative conversations allow for additional students to be identified for Honors placement.
- Step 3: Specific Placement Information to Parents, and Feedback Process:
By mid-April, parents/guardians are informed via an eBlast to check the Infinite Campus portal for their child’s level placement for each subject area. Parents/guardians with questions, concerns, or feedback have approximately two weeks to request additional information or reconsideration. After that point, the Trumbull High School master schedule is built for 2020-21.
Below, by Department, are listed the assessments used in Step 1 of the placement process for students in the THS Class of 2024 (entering grade 9 in 2020-21).
Questions on the grades 8-9 transition process may be directed to This email address is being protected from spambots. You need JavaScript enabled to view it., This email address is being protected from spambots. You need JavaScript enabled to view it., This email address is being protected from spambots. You need JavaScript enabled to view it., or This email address is being protected from spambots. You need JavaScript enabled to view it..
English
Assessments Used in Step 1 of the Placement Process for Grade 9 English:
For the THS Class of 2024, Step 1 of the placement process for Grade 9 Honors English includes consideration of a student’s performance on the following assessments:
- 1920s Informational Essay (embedded in the curriculum, completed in Grade 8 Language Arts the week of Dec. 16, 2019);
- DRP (Degrees of Reading Power) assessment (administered the week of Jan. 21, 2020);
- Response to Literature (administered the week of Feb. 10, 2020).
Students are placed in Grade 9 Honors English based on achieving any 2 of these 3:
- 90 or higher on 1920s Informational Essay;
- 80 or higher on DRP;
- 10 or higher on Response to Literature.
In Step 2 of the placement process, additional students are identified for Grade 9 Honors English based on qualitative recommendations from Grade 8 Language Arts teachers.
Mathematics
Assessments Used in Step 1 of the Placement Process for Grade 9 Mathematics:
For the THS Class of 2024, Step 1 of the placement process for Grade 9 mathematics relates to a student’s placement in Grade 8 mathematics:
- For students in Grade 8 Geometry, performance on the following assessments is considered. Students with a B- or higher on all 3 are placed in Honors Algebra II for grade 9.
- Grade 8 Trimester 1 grade;
- Grade 8 Midyear Examination (administered the week of Jan. 27, 2020);
- Grade 8 Trimester 2 grade.
- For students in Grade 8 Algebra 1 (full-year), performance on the following assessments is considered. Students with a B or higher on all 3 are placed in Honors Geometry for grade 9.
- Grade 8 Linear Equations Test (embedded in the curriculum, administered the week of Dec. 16, 2019);
- Grade 8 Midyear Examination (administered the week of Jan. 27, 2020);
- Grade 8 Systems Test (embedded in the curriculum, administered the week of Feb. 3, 2020).
- For students in Grade 8 Algebra 1 Extended (Year 1 of 2):
- Successful completion of the Grade 8 course moves a student to Grade 9 Algebra 1 Extended (Year 2 of 2).
- Unsuccessful completion of the Grade 8 course moves a student to Grade 9 Algebra 1 (full-year).
In Step 2 of the placement process, students’ placement in Grade 9 mathematics is confirmed based on qualitative recommendations from Grade 8 mathematics teachers.
Science
Assessments Used in Step 1 of the Placement Process for Grade 9 Science:
For the THS Class of 2024, Step 1 of the placement process for Grade 9 Honors Integrated Physical Science, and for Grade 9 CP Integrated Physical Science, includes consideration of a student’s performance on the following assessments:
- DRP (Degrees of Reading Power) assessment (administered the week of Jan. 21, 2020);
- Practices & Crosscutting Concepts assessment (administered the week of Feb. 3, 2020);
- Force & Motion Engineering Institute Final Proposal (embedded in the curriculum, completed in Grade 8 Science the week of Feb. 18, 2020).
Students are placed in Grade 9 Honors Integrated Physical Science based on achieving any 2 of these 3:
- 80 or higher on DRP;
- 85 or higher on Practices & Crosscutting Concepts assessment
- 15 or higher on Force & Motion Engineering Internship Final Proposal.
Students are placed in Grade 9 CP Integrated Physical Science based on achieving any 2 of these 3:
- 62 or lower on DRP;
- 45 or lower on Practices & Crosscutting Concepts assessment;
- 10 or lower on Force & Motion Engineering Internship Final Proposal.
In Step 2 of the placement process, additional students are identified for Grade 9 Honors Integrated Physical Science based on qualitative recommendations from Grade 8 Science teachers.
Social Studies
Assessments Used in Step 1 of the Placement Process for Grade 9 Social Studies:
For the THS Class of 2024, Step 1 of the placement process for Grade 9 Honors Global Civilizations, and for Grade 9 CP Global Civilizations, includes consideration of a student’s performance on the following assessments:
- DRP (Degrees of Reading Power) assessment (administered the week of Jan. 21, 2020);
- American Progress Writing Prompt (embedded in the curriculum, completed in Grade 8 Social Studies the week of Feb. 18, 2020);
- Social Studies Skills Assessment (administered the week of Feb. 18, 2020).
Students are placed in Grade 9 Honors Global Civilizations based on achieving any 2 of these 3:
- 80 or higher on DRP;
- 75 or higher on American Progress Writing Prompt;
- 75 or higher on Social Studies Skills Assessment.
Students are placed in Grade 9 CP Global Civilizations based on achieving any 2 of these 3:
- 62 or lower on DRP;
- 35 or lower on American Progress Writing Prompt;
- 50 or lower on Social Studies Skills Assessment.
In Step 2 of the placement process, additional students are identified for Grade 9 Honors Global Civilizations based on qualitative recommendations from Grade 8 Social Studies teachers.
World Languages
Assessments Used in Step 1 of the Placement Process for Grade 9 World Languages:
For the THS Class of 2024, Step 1 of the placement process for Grade 9 world languages includes consideration of a student’s performance on a World Language Transition Assessment (administered the week of Feb. 18, 2020).
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Students continuing from Grade 8 French to Grade 9 French are placed in French II. Other students who elect to study French at THS are placed in French I.
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Students who elect to study Italian at THS are placed into ACP Italian I or Italian Conversation & Culture I based on their achievement in world language in middle school.
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Students who elect to study Latin at THS are placed into Latin I.
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Students continuing from Grade 8 Spanish to Grade 9 Spanish are placed in ACP Spanish II based on achieving 70% or higher on the multiple-choice section and 2.0 or higher on the writing section. Additional students are placed in ACP Spanish II based on satisfactory performance in Grade 8 Spanish. Other students who elect to study Spanish at THS are placed in Spanish Conversation & Culture II, ACP Spanish I, or Spanish Conversation & Culture I based on their achievement in world language in middle school.
Advanced Placement (AP) Courses Across All Subject Areas
As a comprehensive high school, Trumbull High School is proud to offer twenty-seven Advanced Placement courses certified by the College Board:
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AP English Literature & Composition |
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AP Physics C |
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AP Psychology |
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AP Spanish Language & Culture |
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AP English Language & Composition |
AP United States History |
The Trumbull Board of Education has passed a new policy regarding the 
Each pupil, before initial enrollment in the Trumbull Public Schools shall have had a health assessment. In addition, each pupil enrolled in Trumbull Public Schools shall have a health assessment at least once in each three year interval: in grade three, in grade six, and in grade nine. 
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