Frequently asked Questions:

After looking over some of the information on this website, you may have additional questions. Please browse through the topics below to find answers to frequently asked questions by prospective parents. Of course, you can contact us at any time to ask specific questions.

With your emphasis on spiritual and character development, are you able to achieve academic excellence?

When my child leaves Intown after 8th grade, will he/she be prepared for high school?

Did I hear that you do not use textbooks?

If 1st and 2nd graders attend only half days, how do they learn what is necessary?

How is reading taught?

How do your test scores compare to other schools?

With your emphasis on spiritual and character development, are you able to achieve academic excellence?
The downfall of many Christian schools has resulted from a shift in focus from pursuing God to pursuing academics. When this shift takes place both spiritual health and academics suffer. This phenomenon clearly shows that the two are not mutually exclusive. Maintaining the focus on God actually increases academic achievement because it motivates children to develop longer lasting habits useful for continued learning and causes them to maintain a desire for learning as they experience the awe and splendor of God found throughout the academic content. Intown feeds this desire and builds on these habits by providing the best resources available and by maintaining high expectations of what children are capable of learning. (back to top)

When my child leaves Intown after 8th grade, will he/she be prepared for high school?
Children at Intown experience a rich academic program in a Christ-centered environment. Because the academic program emphasizes a much deeper understanding of content rather than just learning and memorizing bits of information for tests, Intown students typically graduate having gained both a broad range of knowledge, and fruitful spiritual, behavioral, and learning habits for continuing as a lifelong learner. These habits and knowledge help ease the difficult transition to high school years whether they attend public, private, or home schools. (back to top)

Did I hear that you do not use textbooks?
Whenever possible, resources are used that provide ideas to students in context. Therefore, books containing rich literature, original sources in history, and hands-on experiences with nature and science are preferred over textbooks, which often break ideas down into bits of information out of context. However, textbooks are used at times as resources and have proven particularly useful in math.
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If 1st and 2nd graders attend only half days, how do they learn what is necessary?
First, we maintain extremely low student-teacher ratios: 8:1 in first grade and 10:1 in second grade. Second, we require that parents commit to a very high degree of involvement in their child's education. Third, we focus the curriculum in the early grades on reading, writing, and math. Though these areas are the focus, a thematic approach is used in which students read and write about themes related to science or social studies. These 3 factors combine to allow students to learn more in a shorter period of time. (back to top)

How is reading taught?
Through researching the topic extensively and evaluating our experiences in teaching, we believe the most effective way to teach reading is two-fold: reading for meaning and through decoding unknown words. A stronger emphasis is placed on students learning reading strategies to aid in reading for meaning and developing comprehension skills. Fluency is modeled by teachers through the reading and narration of "living books". Students read daily in small groups and whole class groups while receiving letter/sound/word pattern instruction. Within these groups students are encouraged to put meaning to the text and respond accordingly. As students progress they are exposed to increasingly challenging reading material. (back to top)

How do your test scores compare to other schools?
Most standardized tests primarily assess a child's ability to retrieve bits of information and use very basic skills in answering questions. Many people place an overemphasis on test scores as a rating of how successful a school is. The danger is that schools may focus so much on them that students do very well on the standardized tests, but fail to experience deeper levels of learning and understanding. Because of this danger, we limit standardized testing and the emphasis placed on it.

Beginning in 3rd grade, each year a child attends Intown he/she takes the Iowa Test of Basic Skills (ITBS). This test has traditionally been the most common standardized test taken in Georgia, and most schools report scores in 3rd, 5th, and 8th grades. Though the limitations of such tests have been stated, the tests do provide some value in assessing whether or not gaps in the curriculum exist and in assessing how individual students are progressing on particular skills. They also provide a nationally recognized measure of a student's achievement should a student transfer to another school system.

While many schools today prepare extensively for these tests by giving numerous problems and practice tests almost identical to the ITBS throughout the year, Intown conducts minimal direct preparation for the tests. Instead, Intown chooses to focus on activities we consider richer and more meaningful. The percentile rank of our school compared to other schools taking the test is 99 in nearly every category. However, this would be expected because of the strong family involvement in the education of our children and the size of our school. The figures below are more explanatory as they are the percentile ranks of how each child at Intown compares to other children taking the test nationally. The chart below summarizes the most recent comparisons available for the 2005-2006 school year. The schools compared are in close proximity to Intown. (Private schools' test scores are not publicized and available so public schools' test scores were used). No comparison in 3rd grade is available as Intown uses only a survey of the more complete ITBS in its 3rd grade. Though the scores look quite good compared to others, it is not wise to put too much weight in this very limited assessment of student learning that fails to take into account many other markers of good education. (back to top)

Question on School Structure
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Why do children attend only half days in 1st and 2nd grades?

What is an Enrichment Day?

Is volunteerism by parents encouraged outside of parent meetings and enrichment days?

What is the link between Intown School and Perimeter Christian School?

Do you have any after school activities?

Does your school have access to computers and the Internet?

Is the school accredited?

If you continue to grow, what will you do for classroom space?

How are private schools like Intown Community School funded?

Do you have a kindergarten?

Do you have plans to add a high school?

Why do children attend only half days in 1st and 2nd Grades?
Intown places great value in children spending time in those activities that occur outside of the formal educational setting in which children learn some of the most important lessons they can learn in life. Parents are encouraged to spend as much time as possible with their children, particularly in the early years, to help them learn these lessons. (back to top)

What is an enrichment day?
Enrichment days are instructional days in which parents come to school to teach and/or help teach the class. Parents of 1st and 2nd grade students are required to be involved in approximately 4 enrichment days during the school year. These days give parents opportunities to bring their unique abilities and gifts to bear upon topics being covered in the classroom. (back to top)

Is volunteerism by parents encouraged outside of parent meetings and enrichment days?
All parents are asked to commit to coordinate or assist with at least one school event during the year. In addition, parents are asked to attend monthly parent meetings, parent/teacher conferences, and to be available to assist the teachers and their children in class at the request of the teachers or room parents. One of the primary reasons for success at our school is the high commitment and involvement of parents. (back to top)

What is the link between Intown School and Perimeter Christian School?
Just as Perimeter Church was the first of a network of churches in Atlanta, Perimeter Christian School was the first of a network of schools that are ministries of those churches. This network of schools is called ChildLight Schools. Five schools in the Atlanta area, including Intown Community School, are members of ChildLight, bringing the total number of students currently attending ChildLight schools to over 1,000. The heads of each of these schools meet monthly to coordinate activities and ensure that a common set of beliefs and philosophy is maintained in the content, intent, and process of the schools.
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Do you have any after school activities?
During the school day, children in the upper grades participate in art, music, yearbook, computer application, foreign language (Latin & Spanish), and physical education. After-school activities include drama, boys and girls cross country, basketball, track, volleyball and soccer teams. These and other activities, such as overnight field trip, do have expenses outside of the Curriculum & Activity Fee per student. We hope to expand extracurricular activities as the student base increases. (back to top)

Does your school have access to computers and the Internet?
Each classroom has one state-of-the-art computer with full network and Internet capabilities. Teachers use the computers extensively for instruction with the children and for other teacher activities. Students use these computers for individual activities. Additionally, one set of laptop computers with wireless Internet access are available for teachers to use with middle school students. Tight security and supervision is maintained on Internet access for children because of the obvious dangers. An exploratory course in computer applications is offered in the middle school grades in which students are shown various uses of computers and encouraged to use them when appropriate. Furthermore, the school maintains a website (www.intownschool.org). (back to top)

Is the school accredited?
Yes. Intown Community School is accredited in grades 6-8 by the Georgia Accrediting Commission. Intown Community School is accredited with Quality, which is the highest standard the GAC offers. Because of our shortened days in the primary grades, we are not eligible in those grades for school accreditation. (back to top)

If you continue to grow, what will you do for classroom space?
Based on the demographics of the church and recent growth patterns, it appears that we will continue to experience significant growth over the next several years. Construction of a new wing has been completed and provides necessary classroom space for growth, as well as a field for play, science and computer labs, an art room, and a larger library. (back to top)

How are private schools like Intown Community School funded?
Private Schools are funded through a combination of tuition payments - typically 80-90% of expenses are covered through tuition and fees - and charitable contributions which make up the rest of the budget. At Intown Community School, we have been greatly blessed by God through the continued support of Intown Community Church and the parents, grandparents and friends who have supported the school over the past 18 years. As the school has grown, we have developed an Annual Fund and several fundraising opportunities to supplement the school's finances and to fill various gaps in our budget. Intown families are invited to participate at a level that is consistent with their financial means and their prayerful leading from our Lord. (back to top)

Do you have a kindergarten?
We place great value in the time that young children spend learning from their primary educators - their parents. Many of the most valuable lessons in life and the richest educational settings for young children are found outside of the formal classroom setting. The appropriate age for children to begin their formal education is difficult to discern. Based on our research and beliefs about children, we prefer to offer an opportunity for children to begin their classroom experience in 1st grade. For parents who desire an earlier start in formal education for their children, several kindergarten programs are available in the area. (back to top)

Do you have plans to add a high school?
Currently, we have no plans for a high school. (back to top)

What do you mean by a covenant school?

Who is Charlotte Mason?

Is this a classical school?

What do you mean by a covenant school?
Christian parents have been blessed with the privileges and responsibilities of raising their children in a Christ-centered home where a biblical understanding of life and the world is taught. Intown is a community of parents and educators who have come together to create an atmosphere for children that is an extension of these homes. Therefore, the school seeks to hire educators and admit children from families who willingly accept a corporate responsibility to provide a Christ-centered education for the children of Christian parents. (back to top)

Who is Charlotte Mason?
Charlotte Mason was a British educator in the early 1900s who wrote extensively to develop a philosophy of Christian education. At first, many of the people who implemented her ideas were home schooling parents. Soon, groups banded together to form schools throughout England that were based upon her philosophy of education. She established a well respected teacher's college in England that included a small practicing school in which teachers learned to apply her principles of education.

The primary reasons we draw heavily on her philosophy of education are the following: interwoven biblical principles throughout; comprehensive philosophy to include the nature of children, learning, knowledge, and the teacher; and a theory that was tested and used. We are aware of no other philosophy of education that has such depth in these three components. When Children Love to Learn, the book that is required reading for all Intown families seeking admission to our school, and For the Children's Sake are excellent summaries of Charlotte Mason's philosophy of education. (back to top)

Is this a classical school?
Though we are similar to classical schools in that we use rich literature, teach Latin, use historical resources, and have high expectations of what children are able to learn, we are not considered a classical school. The most significant distinction is the strict adherence to, and unique application of The Trivium in classical schools. Our understanding of the classical school proposition is that all learning occurs in 3 distinct stages: grammar, dialectic, and rhetoric. In the first stage (ages 6 - 10), children receive and memorize information. In the dialectic stage (ages 10 -12) children begin to question facts, draw conclusions, and support those conclusions. In the final stage (beginning at age 15), children learn to communicate knowledge.

Because of our understanding of how God created people, and therefore children, in His image, we do not accept the stages of learning adopted by classical schools. We accept the 3 parts of The Trivium as components of learning, but we do not accept them as developmental stages of learning. We believe that the child has a God-given mind that is capable of, and requires knowledge throughout life. These desires and abilities in children are seen long before they ever begin attending school. Therefore, we feed this desire and help develop these abilities by providing rich experiences and resources for children to learn ideas in their most meaningful context. In the early years, we do not just fill them with information (grammar). Instead, we encourage them to understand the broader context and connections with other information (dialectic) so they are continuing to develop their ability to draw conclusions and communicate their ideas (rhetoric) throughout their years in school. (back to top)

What are the educational credentials of your teachers?

What kind of teacher accountability do you have?

What are the educational credentials of your teachers?
Most of our teachers have education degrees and have satisfied teaching certification requirements, and 60% have attained or are pursuing advanced degrees in education. Though these credentials are typical requirements for teachers at Intown, we remain open to hire a teacher who is highly qualified otherwise (Christ-centered, loves children, knowledgeable in area to be taught, etc.) and is willing to seek teaching credentials in a specified time period. For example, our science teacher has worked with children and has experience teaching in a school setting, but her undergraduate degree was in chemical engineering rather than education. She has since received her Masters of Education in Secondary Science Education.
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What kind of teacher accountability do you have?
Like most other schools, our teachers write lesson plans, are observed formally, and receive an annual evaluation. Furthermore, frequent informal classroom visits by the administration, other teachers, and parents are designed to provide support to the teacher, but also provide some level of accountability for the teacher. Each teacher is under the supervision of an Instructional Leader, who provides support through monthly instruction, in-class visits, modeling the execution of lessons and equipping teachers with materials and activities. However, our primary emphasis on teaching is that the teachers continue to develop, learn, and grow as people and teachers. Therefore, included in our evaluation process are goal setting components, self evaluations, and parent surveys. Teachers also attend 2-3 professional conferences and workshops each year. In addition to meeting with Instructional Leaders, teachers also meet with other teachers in their grade level and with the entire faculty for continued staff development once a month. (back to top)

How is Intown set up to work with children with special needs?

How does Intown handle behavior problems?

Can I request a certain teacher for my child?

How is Intown set up to work with children with special needs?
In one sense Intown works well with special needs children because of the biblical foundations and relationships, small class size, and strong parental involvement. On the other hand, students with significant special needs might not do well at Intown because of limited resources. Intown's ability to work with children with special needs is determined on a case-by-case basis. Many factors are explored that relate to the whole child, family, severity of need, support available, etc. Modified Academic Plans (MAPs) are developed for those children with documented special needs that attend Intown. These plans and progress of the students are evaluated regularly to determine whether or not Intown continues to be the best environment for that child. (back to top)

How does Intown handle behavior problems?
Historically, we have had very few problems with the behavior of our students. Many of our methods (regular teaching about Christ-centered living, prayer, small class size, parental involvement, etc.), provide proactive means of encouraging proper behavior. One of the most effective tools we have in this area is the high parental involvement, commitment, and support we receive. Therefore, the majority of behavior problems that develop in classrooms are solved by the teacher working with the parents of the child. However, repeated or severe actions are brought to the parents, administration and/or the school board. With input from the parents, the school board determines the most appropriate action to take. Actions could include minor consequences such as work detail or other creative methods designed to curb the inappropriate behavior and teach children, but persistent or more severe actions could result in serious consequences such as removal from school. (back to top)

Can I request a certain teacher for my child?
Requests for particular teachers are discouraged and are rarely considered. We are confident about the education children receive at Intown, and all of the teachers, with their variety of personalities, strengths, and gifts, are competent professionals. Parents are encouraged to accept the teacher chosen by the school staff for their child. Sometimes a child receives a teacher that the parents thought was the "wrong one for my child," but the Lord uses that teacher to teach the child exactly what He intended. If highly exceptional circumstances cause a strong desire for parents to have a particular teacher for their child, parents should submit a request and rationale in writing for their request. In such extreme cases, a teacher request might be considered. (back to top)