Trumbull's Academically Gifted (TAG) Program

Consistent with Connecticut General Statutes §10-76a,  Trumbull identifies the top 10% of students at the end of their third-grade year as having “extraordinary learning ability.” Those students are serviced in the TAG Program during their fourth-grade and fifth-grade school year providing that the criteria for the program continues to be met. At the beginning of the school year, an information session is held for the parents/guardians whose child(ren) met the qualification criteria at each grade level. 

To identify those children, the District employs the following steps in sequential order. The steps balance standardized measurements of abstract thinking and reasoning ability (e.g., the OLSAT) with nationally-normed measurements of learning achievement (e.g., i-Ready) and classroom teacher ratings based on published metrics for identifying gifted students.

1. Students who have received a 130 or higher as a subscore on the Verbal and the Non-Verbal section of the OLSAT (Otis-Lennon School Ability Test) given in February 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 both sections will be used.)

2. 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.

   • OLSAT Verbal total subscore: 25%

   • OLSAT Non-Verbal total subscore: 25%

   • Third-grade end-of-year i-Ready Assessment total scores on:

     • i-ReadyReading Standards Mastery 20%
     • i-Ready Mathematics Standards Mastery 20%

   • Third-grade classroom teacher total rating on TPS Rating Scales for the Gifted Students: 10%

3. 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.

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, 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 at least two of the following three criteria:

• Exceptional performance (130+) on the OLSAT (Otis-Lennon School Ability Test) in Grade 5;

• Exceptional performance on the i-Ready Mathematics Assessment; and/or

• A recommendation from the student’s 5th grade teacher.

Please note, 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

Students in grade 8 will be placed into either a one-year Algebra 1 course or a two-year Algebra course (Algebra A and Algebra B).

Placement in the grade 8 one-year Algebra 1 course is based on meeting at least two of the following three criteria:

• An on-or-above-grade-level Percentile Rank on the Spring i-Ready Diagnostic Assessment;

• Grade Level Performance on the Grade 7 Algebra Readiness Assessment; and/or

• Grade-level performance on both the Numbers & Operations and the Algebraic Thinking domains of the June i-Ready Diagnostic Assessment.

All incoming Trumbull High grade 9 students and their parents are invited to a Open House in February of the school year. At that time, administrators present information related to THS graduation requirements, course placement in subjects with multiple levels, information about electives across all subject areas, and the THS Program of Studies. For links to last year's key resources shared click below. These links will be updated as our new materials become available.

• THS Program of Studies

• Open House for Incoming 9th Graders- February 2022

During the Spring, a letter detailing the process to view the courses currently selected by and for grade 9 students for their first school year at Trumbull High School is eBlasted to all grade 8 parents/guardians.

Placement criteria for students in the THS Class of 2026 (entering grade 9 in 2022-23) 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 winter months. All assessments must be completed by early Spring 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 the end of 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.

Below, by Department, are listed the assessments used in Step 1 of the placement process for students in the THS Class of 2026 (entering grade 9 in 2022-23).

Questions on the grades 8-9 transition process may be directed to the Assistant Superintendent, 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..

Overview of Data Performance Used in 9th Grade Placement