Takoma Elementary School

When Principal Hedlund led the school, we were having a more positive experience. There was accountability within the staff and parents. Communication was clear and much better. Since Principal Russell has stepped in, that has all gone down hill. There’s been several safety concerns that goes unaddressed or parents aren’t aware until AFTER it’s happened. The teachers are poor communicators (especially in the 4th grade), no accountability and often show favoritism. As a parent I could not be more disappointed in the negative turn Shepherd has taken.

My son went there for two of a total of four weeks . His second week a boy tried to show him his penis under a desk in the library while a subsitute teacher ignored my son’s pleas for help. The admin did nothing . The first week my son got choked and admin told me via the dojo app at 10pm. One teacher kept my son an extra 12 mins after school the first week and didn’t even say hello or introduce himself . got my son out of there asap

The best school to enroll your child!!!

My son attended this school for two years before we moved to get away from this school and their sad excuse for leadership. My son was the victim of violence on several occasions at the hands of the same aggresor. Every time I brought the incidents to the Vice Principal, I was given the same answer, they would talk to the children. Every altercation was instigated by the same child, and nothing was ever done but the Vice Prinicipal had high hopes, that by doing nothing something would change... As time went on it became very difficult to get my son to go to school. He did not feel safe there and I can't blame him. I can't stress enough how disappointed we are by the lack of action of this administration. I've never said this about a school but I HATE this school and I am so excited to leave this community in the past.

I recently attended a formal meeting with school staff to discuss my son’s academic performance and support needs. The meeting included his teachers and the 5th-grade principal. Unfortunately, the tone and conduct of the principal during this meeting were unprofessional, dismissive, and deeply concerning.Rather than approaching the discussion collaboratively and with a problem-solving mindset, the principal appeared defensive and unwilling to acknowledge the severity of the academic challenges being presented. At one point during the meeting, it was openly stated that all students in the 5th-grade cohort are performing approximately three grade levels behind.This admission alone should have prompted immediate concern, reflection, and corrective action. Instead, it was presented as though this widespread underperformance was acceptable or unavoidable, which is deeply troubling. The school has stated that there are two teachers assigned to approximately 16 students in the 5th grade. On paper, this ratio may appear sufficient. However, when the majority of students in the classroom are struggling academically and performing well below grade level, this staffing model is inadequate to meet individual learning needs.Students with learning disabilities require specialized instruction, differentiated teaching strategies, and consistent progress monitoring. Simply placing two teachers in a room with multiple struggling students does not guarantee effective support especially if neither teacher is providing specialized education services or evidence-based interventions. It is unrealistic to expect that meaningful individualized support can be delivered when nearly every student in the classroom requires remediation. This is not a matter of effort or intention; it is a matter of capacity and structure.ring the meeting, my son was present and actively participated. He verbally expressed that he needs academic support and clearly identified the subjects in which he struggles—reading, writing, and math. His ability to articulate these challenges demonstrates self-awareness and a desire to succeed.Despite this, his concerns were minimized. Rather than being validated and addressed with a concrete support plan, his struggles were reframed as issues of confidence rather than skill deficits. While confidence is important, it cannot replace instruction. Confidence is built through mastery, and mastery is achieved through proper teaching, practice, and support.