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

Placement Process for Grade 9 English:

For the THS Class of 2026, Step 1 of the placement process for Grade 9 Honors English includes consideration of a student’s performance on the following assessments:

• In-class English Language Arts On-Demand Writing Task;

• Exceptional performance on the i-Ready Reading Assessment

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.

All other students are placed in Advanced English Placement (ACP) English 9. 

Placement Process for Grade 9 Mathematics:

For the THS Class of 2026, 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 reviewed. Students need to meet each of the following to be placed in Honors Algebra II for grade 9;

  • Exceptional performance on content area assessments such as the THS Grade 8 Placement Test

  • Exceptional performance on the i-Ready Mathematics Assessment

All other Grade 8 Geometry students will be placed in ACP Algebra II

• For students in Grade 8 Algebra 1 (full-year), performance on the following assessments is considered. Students need to meet each of the following to be placed in Honors Geometry for grade 9;

  • Exceptional performance on content area assessments such as the Linear Equations Test, and Systems for Equations Test

  • Exceptional performance on the i-Ready Mathematics Assessment

All other Grade 8 Algebra students will be placed in ACP Geometry

• For students in Grade 8 Algebra 1 Part A:

  • Successful completion of Algebra I Part A moves a student to Grade 9 Algebra 1 Part B

  • Unsuccessful completion of Algebra I Part A moves a student to Grade 9 CP Algebra 1 (full-year)

In Step 2 of the placement process, students who met one of the two criteria listed above will have placement confirmed after qualitative conversations with the Grade 8 mathematics teachers. Recommendations will also help to identify students that need supplemental instruction on key concepts/skills during the summer of 2022.

Placement Process for Grade 9 Science:

For the THS Class of 2026, 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:

• The THS Next Generation Science Standards (NGSS) Assessment

• i-Ready Reading Assessment

Students are placed in Grade 9 Honors Integrated Physical Science based on achieving all of these:

• Exceptional Performance on the THS NGSS Science Assessment 

• Exceptional Performance on the i-Ready Reading Assessment

• Teacher recommendation

All other Grade 8 Science students will be placed in ACP Integrated Physical Science after qualitative conversations with the Grade 8 science teachers.

Students are placed in Grade 9 CP Integrated Physical Science based on all of these criteria:

• i-Ready Reading Assessment of score of 60 or below

• Teacher recommendation

In Step 2 of the placement process, students who met one of the two criteria listed above will have placement confirmed after qualitative conversations with the Grade 8 science teachers.

Placement Process for Grade 9 Social Studies:

For the THS Class of 2025, Step 1 of the placement process for Grade 9 Honors Global Civilizations includes consideration of a student’s performance on the following assessments:

• TPS Social Studies Skill Test

• i-Ready Reading Assessment

Students are placed in Grade 9 Honors Social Studies based on achieving:

• Exceptional performance on the Social Studies Skills Assessment 

• Exceptional i-Ready Reading Score

All other students are placed in Advanced College Prep Global Civilizations (ACP). 

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.

Placement Process for Grade 9 World Languages:

For the THS Class of 2026 the placement process for Grade 9 world languages includes consideration of a student’s performance in the current Middle School World Language course and teacher recommendations. 

• 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.

• 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. 

• Students who elect to study Latin at THS are placed into Latin I.

• Students continuing from Grade 8 Spanish to Grade 9 Spanish are placed in ACP Spanish II or Spanish Conversation & Culture based on Grade 8 World Language teacher recommendation.

As a comprehensive high school, Trumbull High School is proud to offer twenty-seven Advanced Placement courses certified by the College Board:

The Office of Teaching and Learning offers high quality instruction and support for our Multi Lingual Learners (MLL) through English as a Second Language (ESL) instruction. Services are provided at each school based on the student’s language ability levels as measured by the Language Assessment Scale (LAS) Our services are provided with based on the mission and values of the ESL Department and are consistent with state and federal law. ESL services are coordinated by Trumbull Public Schools Department Chairperson for Multi Lingual Learners, K-12, Lisa Carino under the direction of our Assistant Superintendent, Dr. Iwanicki.  For questions, please contact This email address is being protected from spambots. You need JavaScript enabled to view it. or call 203-452-5510 to speak with Mrs. Carino directly. 

English as a Second Language (ESL) Department 

 Our Vision 

At Trumbull Public schools, we foster a culturally responsive environment that values linguistic and cultural diversity and we recognize that our community is enriched by the linguistic and cultural diversity of our students and families.

Through an environment that cultivates a joy of learning, we enable students to develop personal agency so that they may achieve personal success and make meaningful contributions to their communities.

We recognize ELs’ individual strengths and experiences, the importance of their contributions to the community at large, and their right to access all of the opportunities available in our schools.

The TPS community partners with families to support the EL population. Families and students are actively engaged and involved in the academic process. Together, we set high expectations for the students’ academic achievement. 

Our Values 

Trumbull Public Schools are places where Multi Lingual Learner (MLL) students:

• Feel that they are valued and respected as integral members of the school community.

• Are given the tools, resources, and support needed for their individual social emotional, linguistic and academic growth, and ability to access the TPS curriculum.

• Discuss, read, and write about relevant content that incorporates and celebrates their individual cultural identities. 

• Are given the linguistic and content-specific skills needed to apply to new learning and growth. 

• Can see themselves reflected in staff, classroom, and curriculum.

• Have respect for self & others regardless of differences (ethnic, religion, gender, age, developmental)

• Engage in culturally diverse curriculum that varies in genre, content, and perspective

• Understand the value of becoming proficient in English

• Collaborate with peers

• Are motivated to learn

• Are academically engaged

• Value their home cultures and know that they are also valued by the TPS community

 Trumbull Public Schools are places where ESL educators:

• Implement a coherent set of evidence-based instructional practices through a culturally responsive perspective and evidence-based practices in small-group and individual contexts in both push-in and pull-out settings

• Collaborate with colleagues to ensure equal access to curriculum and maintain high expectations.

• Exemplify desired behaviors & actions through acceptance of ALL children

• Administer authentic and standardized assessments to monitor language proficiency in order to drive instruction

• Maintain data and records of student work and assessment data

• Organize & execute appropriate language objectives in conjunction with content objectives according to students’ proficiency levels (make them reasonable & attainable by student)

• Act as members of a community with a common vision, common goals, common language, and a strong belief that their work can transform children’s lives through literacy and language acquisition.

• Demonstrate an unwavering commitment to their own professional learning and to support the learning of their colleagues and team members.

• Advocate for MLLs and their families through:

  • Participation in school planning meetings for student instruction and programming 

  • Providing & creating culturally responsive instruction in a welcoming and accepting environment

  • Treating students with empathy and respect

  • Fostering a dynamic learning community

  • Valuing linguistic and cultural diversity

  • Understanding and respecting cultural differences

  • Guiding the students in developing their personal balance (how they want to align themselves with our culture)

  • Encouraging MLLs to try new experiences - building awareness 

  • Serving as ambassador toimprove communication home for parents and families 

  • Engaging parents and families in their children’s education