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
Information regarding all courses is available in the Trumbull High School Program of Studies:
On April 11, 2019, a letter detailing the process to view the courses currently selected by and for grade 9 students for the 2019-2020 school year at Trumbull High School was eBlasted to all grade 8 parents/guardians. The Infinite Campus portal opened for this purpose at 9:00 a.m., Friday, April 12. A copy of the letter, with active links, is available here.
Placement criteria for students in the THS Class of 2023 (entering grade 9 in 2019-20) are detailed below by Department.
English
Honors Course Placement in Grade 9 English
For the THS Class of 2023, students are initially recommended for Grade 9 Honors English based on strong performance on two or more of the following assessments:
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90 or higher on Research Report completed in Grade 8 Language Arts in December 2018
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80 or higher on DRP (Degrees of Reading Power) assessment administered in February 2019
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2.5 or higher on Response to Literature Assessment administered in February 2019
Additional students are identified for Grade 9 Honors English based on qualitative conversations between high school and middle school teachers.
Mathematics
Course Placement in Grade 9 Mathematics
For the THS Class of 2023, placement options for grade 9 mathematics derive from a student’s placement in grade 8 mathematics:
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A student successful in Grade 8 Geometry may proceed to either Honors Algebra II or ACP Algebra II in grade 9. Students are initially placed in Honors Algebra II based on having a B- or higher Trimester 1 grade, a B- or higher Midterm Exam grade, and a B- or higher Trimester 2 grade. Additional students are identified for Honors Algebra II based on qualitative conversations between high school and middle school teachers.
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A student successful in Grade 8 Algebra 1 (1-year) may proceed to either Honors Geometry or ACP Geometry in grade 9. Students are initially placed in Honors Geometry based on having a B or higher Midterm Exam grade, a B or higher Linear Equations Test grade, and a B or higher Systems Test grade. Additional students are identified for Honors Geometry based on qualitative conversations between high school and middle school teachers. A student earning less than a C- in Grade 8 Algebra 1 may be recommended to repeat Algebra I in grade 9.
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A student successful in Grade 8 Algebra 1 Extended (the 1st of the 2 years) may proceed to ACP Algebra I Extended (the 2nd of the 2 years). A student earning less than a C- in Grade 8 Algebra 1 Extended may be recommended to repeat Algebra I in grade 9.
Science
Honors Course Placement in Grade 9 Science
For the THS Class of 2023, students are initially recommended for Grade 9 Honors science based on strong performance on two or more of the following assessments:
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80 or higher on DRP (Degrees of Reading Power) assessment administered in February 2019
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85 or higher on NGSS-based assessment completed in Grade 8 Science in February 2019
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18 or higher on Coaster Chaos Embedded Task completed in Grade 8 Science in February 2019
Additional students are identified for Grade 9 Honors science based on qualitative conversations between high school and middle school teachers.
CP Course Placement in Grade 9 Science
For the THS Class of 2023, students are initially recommended for Grade 9 CP science based on low performance on two or more of the following assessments:
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62 or lower on DRP (Degrees of Reading Power) assessment administered in February 2019
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45 or lower on NGSS-based assessment completed in Grade 8 Science in February 2019
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12 or lower on Coaster Chaos Embedded Task completed in Grade 8 Science in February 2019
Additional students are identified for Grade 9 CP science based on qualitative conversations between high school and middle school teachers.
Social Studies
Honors Course Placement in Grade 9 Social Studies
For the THS Class of 2023, students are initially recommended for Grade 9 Honors social studies based on strong performance on two or more of the following assessments:
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80 or higher on DRP (Degrees of Reading Power) assessment administered in February 2019
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3.00 or higher on DBQ assessment completed in Grade 8 Social Studies in February 2019
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75 or higher on Social Studies Skills Assessment completed in Grade 8 Social Studies in February 2019
Additional students are identified for Grade 9 Honors social studies based on qualitative conversations between high school and middle school teachers.
CP Course Placement in Grade 9 Social Studies
For the THS Class of 2023, students are initally recommended for Grade 9 CP social studies based on low performance on two or more of the following assessments:
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62 or lower on DRP (Degrees of Reading Power) assessment administered in February 2019
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1.5 or lower on DBQ assessment completed in Grade 8 Social Studies in February 2019
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45 or lower on Social Studies Skills Assessment completed in Grade 8 Social Studies in February 2019
Additional students are identified for Grade 9 CP social studies based on qualitative conversations between high school and middle school teachers.
World Languages
Course Placement in Grade 9 World Language
For the THS Class of 2023, students are placed in Grade 9 world language courses based on performance on the two-part (multiple-choice and written) World Language Transition Assessment administered in February 2019, along with grade 8 world language course performance, such as on the Unit 7 Speaking Assessment administered in Grade 8 World Language in January 2019.
For French: Students who select to study French at THS after studying French in grades 7 & 8 in Trumbull are placed into French II. Students who have not studied French in grades 7 & 8 in Trumbull are placed into either French II or French I based on review of student performance on the assessments listed above.
For Italian: Students who select to study Italian at THS are placed into either ACP Italian I or Italian Conversation & Culture I based on review of student performance on the assessments listed above.
For Latin: Students who select to study Latin at THS are placed into Latin I.
For Spanish: Students who select to study Spanish at THS after studying Spanish in grades 7 & 8 in Trumbull are placed into either ACP Spanish II, Spanish Conversation & Culture II, ACP Spanish I, or Spanish Conversation & Culture I based on satisfactory performance on the grade 8 world language transition assessment (as represented by 70% on the multiple-choice section and 2.0 on the writing section). Students whose performance on that assessment was unsatisfactory, or students who have not studied Spanish in grades 7 & 8 in Trumbull, are placed into either ACP Spanish II, Spanish Conversation & Culture II, ACP Spanish I, or Spanish Conversation & Culture I based on review of student performance on the assessments listed above.
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 Environmental Science |
AP Physics 1 |
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AP Physics C |
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AP French Language & Culture |
AP Psychology |
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AP Spanish Language & Culture |
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AP Computer Science A |
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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. 
Every month, September through May, the Trumbull Food Services posts a Wellness Newsletter with tips about healthy eating and living. Past issues can be found on the 
TPS is a member of CES -