Q & A

Below you will find answers to frequently asked questions.


How do I know how my student is doing?

At the Spring Creek Community School, we believe building and maintaining communication with parents and families about student progress is key to student success.  All teachers and staff members have an sccsbrooklyn.org email account, and we encourage students and families to reach out via email.  In addition, monthly Progress Reports are mailed home to families with the most up-to-date grade information and feedback from teachers. Parents/families can also contact the main office to make appointments with staff, and we have a full-time Parent Coordinator (Ms. Holland) and Community Associate (Mr. Battle), who are always available to speak to parents.



How do I enroll my student at SCCS?

Spring Creek Community School is a Limited Unscreened Public School in District 19.  Enrollment is open to all students, and preference is given to students who live in District 19, and attend recruitment events or Open Houses during the previous Fall.


Spring Creek Community School is currently enrolled at capacity for the 2015-2016 school year, and we do not currently have any available seats for additional placement.



How many grades are there at SCCS?

We opened our doors in 2012 with a sixth grade.  Every year we will grow and add another grade until we reach capacity as a 6-12 school in 2019!



How many students attend SCCS?

We are a small, growing 6-12 school.  Each year we anticipate enrolling approximately 85-90 students per grade.



What is the average class size at SCCS?

We are committed to keeping class sizes, and teacher-student ratios, as small as possible.   No classes meet or exceed the maximum for class sizes, and approximately 80% of our classes have two or more trained educators (teachers and/or paraprofessionals) in the room. Our Advisory classes are all under 25 students each.



What resources does SCCS provide for students with disabilities?

Spring Creek Community School is committed to meeting the needs of all students and welcoming a diversity of learners into our community; providing authentic Special Education services and meeting the needs of all children, regardless of designations, is central to our mission.  We believe that the inclusion model, where all students are enrolled in heterogeneous classrooms, many with multiple teachers, is the best learning environment for students.  Many of our students receive flexible programming, and we have several "transition cohorts" that are designed with both inclusion and smaller ratio setting opportunities, to support all students as they move toward a less restrictive learning environment and increasing independence. In addition, we have a D75 inclusion program; a small group of D75 students attend regular classes alongside our general education students. Our Guidance department and Special Education team work together to ensure all students receive the supports and resources they need to be successful.