Dear Parent,

We are all framed by our previous experiences and see our surroundings in the context of our own history. Arriving in Bedford, my perceptions and expectations were shaped by over a decade of leading a school three times the size of Fox Lane and not even remotely as diverse in terms of the make-up of the students and the community. My thoughts were towards the wonderful opportunity that I would have to better know my faculty, students, and their parents because of the smaller size. My thoughts were also on my learning curve about diversity In socio-economics and cultures and their impact upon a school. As I arrived, our school was preparing for an upcoming accreditation visit and, unknown to me, the Assistant Chair of the visiting team was an old friend. After two days in our school, he pulled me aside and expressed his concern for the adjustment that I would need to make based upon my background. Well, he was so very right!

It was a wonderfully challenging scenario that never disappointed me. With the willing support of parents, the (sometimes reluctant) cooperation of the students, and the outright enthusiasm of the faculty and staff, we have walked through the long process of building a consensus. This first manifested itself as agreement on the behavioral structure needed to support the learning environment. Following quickly on the heels of some difficult related decisions and their implementation, the organization of the core curriculum and structure of the students' day began to go through an annual evolution. Expressions such as "tracking", "inclusion", "mainstreaming", "prerequisites", "standards" and "AIS" became the basis of often passionate disagreement. Yet, our program has moved

forward, our quality has Improved, and our core values have become clearer.

increase in the celebrations promoting sharing and understanding of our diversity.

We have received important validation of improvement and growth. During the journey, our school has led within the Coalition of Essential Schools in the national effort to improve education; `partnered' with the Commissioner to pioneer improved assessment tools; and joined the ranks of the national Blue Ribbon

Schools. These are all based upon demonstrated improvement. The improvement has not been restricted to statistics (though all of our statistics relate to the work of our individual students and mean a great deal); it represents a culture dedicated to "making it better".

No one has ever suggested that we grasp this last phrase as our motto, but a school will never be perfect-with that as a fact, a school could do much worse in its choice of mantras. In many ways, "making it better" underscores much of my `Bedford Experience'. The experience and I have been blessed with having had

the opportunity to be surrounded by many sources of energy. The energy has not been focused on saying no to questions. It has been dedicated to the exploration of ideas of Improvement, while always respecting our previous accomplishments. It has been an unparalleled experience. If a leader is successful, it is in large measure due to the support of all groups. This realization leads me to express my sincere thanks.

Thank you for living the `Bedford Experience' with me.

Richard M. Kraemer, Principal