text:
Investors need to see things from different angles
Are you being fiscally responsible?
Join the NASDAQ Community today and get free, instant access to portfolios, stock ratings, real-time alerts, and more!
We estimate that the net proceeds from the sale of the 2,200,000 shares of
common stock offered by us in this offering will be approximately $25.7 million,
assuming an initial public offering price of $13.00 per share (the midpoint of
the range set forth on the cover of this prospectus) and after deducting the
underwriting discounts and commissions and estimated offering expenses. If the
underwriters' over-allotment option is exercised in full, we estimate that the
net proceeds will be approximately $29.7 million.
We expect to use the net proceeds from this offering to provide short term
and other loans and advances to charter school entities, for debt repayment, to
fund future operating losses, for anticipated working capital needs and general
corporate purposes. We may use a portion of the net proceeds to acquire or
invest in businesses, technologies, services or products that are complementary
to our business; however, at this time we have no specific acquisitions planned.
Specific use of proceeds following the offering consist of $2.5 million for debt
repayment, approximately $1.0 million for sales, marketing and development
expenses and approximately $500,000 for computer systems upgrades. The remaining
proceeds will be utilized primarily as set forth in the first sentence of this
paragraph. Accordingly, our management will have broad discretion in applying
the net proceeds.
The portion of the net proceeds from this offering that we use for debt
repayment will consist of the repayment of $2,500,000 principal amount (plus
accrued and unpaid interest) on two short term notes. We executed these
promissory notes on September 28, 2000 for $2,300,000 and $200,000 principal
amount, respectively, and have used the proceeds for working capital purposes.
Interest on the principal amount of the $2,300,000 note currently accrues at 13%
per year and will accrue at 15% per year beginning October 1, 2001, subject to
applicable usury limitations. Interest on the $200,000 note accrues at 8% per
year. Aggregate interest expense for these two notes totaled $152,305 for the
year ended June 30, 2001. All interest amounts have been substantially paid as
of June 30, 2001. The promissory notes mature on November 15, 2001; however,
each note will be paid in full from proceeds of the offering.
Pending such uses of the net proceeds as discussed above, we plan to invest
the net proceeds of this offering in short-term, interest-bearing, investment
grade securities, certificates of deposit or direct or guaranteed obligations of
the United States.
The market for privately managed public schools is becoming increasingly
competitive. We compete with a variety of companies that provide alternatives to
traditional public schools. We believe that there are a number of companies
nationwide that, like us, focus primarily on operating charter schools. Other
competitors, most notably Edison Schools, Inc., engage in both charter school
management and contract management of existing public schools. We also compete
for public school funding with existing public schools, which may elect not to
enter into management agreements with private managers or may pursue alternative
public school reform initiatives. In addition, other private school operators,
post-secondary education providers or child care providers could enter our
market. Edison and many of our other competitors and possible competitors have
brand recognition and financial resources that are greater than ours.
We believe that important competitive factors for us are the quality of our
education program, the effectiveness of our fee-for-service model and the range
and quality of service offerings. Although we believe we compete successfully
with our competitors with respect to these and other factors, if we do not it
could adversely affect our business, financial condition and results of
Beacon is a leader in the field of for-profit public school management,
offering quality education management services to public charter schools. In
collaboration with local school personnel, we seek to help our students develop
the necessary skills, knowledge and values to be
effective and productive
citizens. As of June 30, 2001, we managed 25 charter schools enrolling
approximately 7,500 students in five states and the District of Columbia and
provided selective services, including administrative, financial, human resource
and accounting services, to two charter schools enrolling approximately 250
students. In addition, we have executed contracts to manage six additional
charter schools, four of which we expect to open in the fall of 2001 and two of
which we expect to open in the fall of 2002. Our philosophy is our management of
public schools should be a collaborative enterprise between parents, students,
teachers, the local community and Beacon. As a result, though we are a growing
provider of education management services, we strive to maintain an ability to
meet the local needs of our students, educators, administrators and parents,
while at the same time capitalizing on economies of scale and maintaining
system-wide quality. We believe that this approach enables us to deliver
effective and quality education to students from pre-kindergarten through grade
12 in an efficient and cost-effective manner.
In the fall of 2000, approximately 47 million students enrolled in
elementary and secondary public schools in the United States. At the end of the
1999 school year, there were approximately 91,000 elementary and secondary
public schools in approximately 15,000 public school districts in the U.S.
According to the U.S. Department of Education, the expenditures of these public
elementary and secondary schools were approximately $360 billion in the
1999-2000 school year, representing approximately 4% of the U.S. gross domestic
product. Despite per pupil expenditures that have increased faster than the rate
of inflation over the past 20 years, and reached record levels to a national
average of $6,584 for the 1999-2000 school year, concern about the quality of
public education remains high, as many public school students fail to meet
expectations. For example, on the 1998 National Assessment of Educational
Progress, only 22% of fourth graders, 24% of eighth graders and 20% of twelfth
graders in U.S. public schools were at or above the proficient mark in writing.
In addition, on the NAEP's most recent mathematics assessment (1996), only 21%
of fourth graders, 24% of eighth graders and 16% of twelfth graders in U.S.
public schools were at or above the proficient mark in math. The National
Assessment of Educational Progress, a testing program conducted by the U.S.
Department of Education since 1970, uses tests specifically designed to measure
how well students meet grade level standards established by a national panel of
education experts.
In response to concerns over students' progress and performance, local
authorities have enacted several internal reform initiatives in the past 25
years, such as the introduction of new curriculum, state standards, reduced
class sizes and vigorous testing and assessment programs. More recently,
educators and policy makers have advocated more systemic reforms that aim to
introduce market-oriented concepts, such as competition, accountability and
increased parental choice into the public school system. Many states are also
turning to "high stakes testing," requiring students in various grades to pass a
specified test before being promoted to the next grade or graduating high
school. These more fundamental reforms include the creation of charter schools,
contract management of public schools, voucher programs and increased choice
within the existing system.
Charter schools
Charter schools are tuition-free public schools of choice that derive their
existence and authority to operate from a charter granted by a state or local
educational agency. Under a typical charter school statute, state or local
agencies are authorized to grant charters to community groups or not-for-profit
organizations to create a public school. Charter schools, like traditional
public schools, are funded by the
school district and state according to average daily attendance or enrollments
as of a specific count date. However, in many states, due in part to the need of
state legislatures to balance the interests of charter schools and traditional
public schools, charter schools do not receive the full equivalent of operations
funding that traditional public schools do, and in most cases charter schools do
not receive funding for securing a facility. Charter boards may, if they wish,
contract with private companies or organizations to operate and manage their
schools. Charter schools benefit from freedom from local school board policies
and are typically not unionized. While traditional public schools often hold
near monopolies on government funded education, charters must attract students
based on their educational approach and program offerings.
Since the first charter-school legislation was passed in 1991, 37 states
and the District of Columbia have enacted charter school legislation, 34 of
these states plus the District of Columbia currently have charter schools.
Approximately 2,000 charter schools enroll over 500,000 students, representing
about 1% of the total elementary and secondary public school student population
in the United States. For-profit management firms such as Beacon currently
manage approximately 10% of all charter schools. Most of the remaining charter
schools are operated by non-profit entities such as parent groups, community
groups and other non-profit organizations.
Contract management schools
Partly in response to charter schools, local school districts have begun to
contract with for-profit school management firms to manage existing schools,
under the supervision of the local school board. Currently, there are over 300
school management contracts between local school districts and for-profit
management companies. In addition, in the last year, Baltimore, Maryland, New
York City and Kansas City, Missouri issued requests for proposals for school
management services. These arrangements typically provide for the management
company to use an existing district school building and to receive an agreed
upon per-student funding amount. The management company is usually granted
significant control over school operations. This may include planning the
school's curriculum and budget, recruiting and overseeing the teachers, hiring
the principal and assuming responsibility for the school's educational outcomes.
Unlike charter schools, contract management allows existing schools in existing
facilities to take advantage of independent management organizations, without
requiring the establishment of a new facility or facilities or the enactment of
specific enabling legislation.
Voucher programs
Vouchers are tuition subsidies or credits that parents may redeem at
approved schools of their choosing to pay for or offset the cost of tuition.
Vouchers may be funded with private or public funds and, depending upon the
program, may be redeemed at private and public schools. Currently, significant
voucher programs have been authorized in only three locations: Cleveland,
Milwaukee and the State of Florida.
Choices offered by school districts
Some public school districts have implemented systemic reforms by offering
their students the option to choose among schools within the student's district
or in other school districts. Likewise, certain school districts offer
alternatives to traditional public schools by creating magnet schools. Magnet
schools are public schools that offer specialized programs such as curricula
emphasizing math, science or the arts.
We aim to capitalize on the growing demand for private management of public
schools, both through charter schools and contract management. We believe that
we have an established reputation as an effective manager of charter public
schools and that the same specialized management and support services that make
our charter schools successful can be effectively applied to traditional public
schools as the contract management market grows. Currently, we do not manage a
public school for a local school district, however, we are actively seeking
contract management opportunities with school districts. Specifically, we
believe that the following strengths position us to be successful in the growing
market for education management services.
Adaptability. We have structured our education and management model to
allow us to adapt our services to the local needs of our clients. Our education
program, the Beacon LightPoints Curriculum, can be utilized in any state and in
either a contract or charter school environment. In addition, our support
systems have been designed to insure consistent, effective and replicable
implementation of the Beacon School Design in urban, suburban and rural schools.
Revenue model. A public school's "revenue" is generally equal to the
amount of government funding that is allocated to the school. In exchange for
our charter school management services, we charge a fixed fee based on a
percentage of the school's revenues, plus reimbursement for direct school site
expenses such as teacher salaries and benefits. In addition, we charge interest
on start-up costs that we advance to the schools and we charge interest on any
loans we make to schools to support facility development. Further income is
generated from guarantee fees charged to the schools where we have entered into
such an agreement. We call this a fee for service model. Many of the private
operators of charter schools use a different revenue model, generally referred
to as a profit/loss model, whereby the management company receives all of the
charter school's revenues. These management companies then work with the
school's non-profit charter board to determine the school's operating budget.
Under this model, any revenue that the management company does not spend
operating the charter school is realized as profit for the management company.
A distinguishing feature of our fee for service model is that we receive a
set fee for managing and operating the charter school. In contrast to other
models, our incentive to make a profit from this fee does not conflict with the
charter board's goal of maximizing services to students, which we believe makes
us attractive to charter school boards. Money provided to us by a charter board
that is earmarked for educational expense is spent accordingly. In addition,
charter boards, as non-profit entities, often seek tax-exempt financing in
connection with the development of charter school facilities. The profit/loss
model creates a relationship between the management company and the charter
entity that will preclude the availability of tax-free financing. We believe
that unlike the profit/loss model, our fee for service model provides the
charter entity the flexibility to obtain tax-free financing for its facilities.
Currently, the profit/loss revenue model is used almost exclusively in the
contract management market, where facilities are provided by the school
district. As a result, any contracts into which we enter in connection with the
operation of district schools may not utilize our percentage fee model, but
instead may utilize the profit/loss model. An advantage to the client of the
profit/loss model over our fee for service model is that under the profit/loss
model the management company often agrees, within certain limits, to pay annual
losses incurred at the school for a limited time. The management company
typically expects to offset losses funded in the early years of a school's
operation by generating substantial surpluses in later years. Under our fixed
fee arrangement, we do not offer to cover the charter school's annual losses,
though we may provide short-term loans to cover such operating deficits. Because
the development of new facilities is usually not necessary when school districts
contract with for-profit school management firms, tax-exempt financing is not an
important element of the contract management market.
Controlled cost structure. We strive to maintain relatively low central
office expenses and to create efficient internal systems to allow us to compete
effectively as our industry matures. Specifically, we believe the following
strategies will enable us to control costs effectively and to successfully
implement our revenue model:
- When developing new management opportunities, we focus on geographic
regions in which we can create clusters of up to nine schools, in an
effort to capitalize on local economies of scale.
- We strive to maintain a corporate culture that emphasizes a respect for
the fact that as we operate and manage schools, we are spending public
funds. For example, we maintain a policy that requires our employees to
adhere to a lowest best price practice when traveling and purchasing
equipment and services.
- In the annual operational school budgets for each of the schools that we
manage, we budget funds for staff development, recruiting staff, and
recruiting and assessing students.
Management team. We have assembled a management team that combines
valuable business experience with substantial professional education experience.
We have recruited, and strive to continue to recruit, employees who bring
significant experience as proven classroom teachers and administrators and not
just as business professionals. Currently, approximately 40% of our management
staff are career educators. For example, Michael Ronan, our chief executive
officer, was the superintendent of schools in Uxbridge, Massachusetts for 16
years, where he led a school district that even as its student achievement rose,
was the ninth lowest-spending school district of Massachusetts' 264 districts.
Mr. Ronan's achievements as a public school superintendent were recognized by
the Center for Education Reform. Cheryl King, our vice president for education,
is the former deputy superintendent for instruction with the Flint, Michigan
Community Schools, a school district employing 4,000 employees with an operating
budget of $225 million. Ms. King oversaw the district's central office
instructional division and is a former middle school teacher and principal.
Our growth strategy is based on our experiences and industry observations.
Our school development efforts will capitalize on Beacon's charter school
successes to promote both internal growth at the existing school sites and
external replication of Beacon's School Design in both the charter school and
expanding contract school markets. We believe that if we demonstrate success at
our existing schools, it will encourage new charter boards and pioneering school
districts to enter into management agreements that will provide for us to
operate multiple school sites either in the first year of the agreement or over
time. We plan to grow through the actions described below.
Charter schools
We will continue to select regions in which we can create clusters of up to
nine schools and develop schools in those regions over a three-year period. In
selecting these regions, we will focus on areas in which there is:
- effective charter school legislation;
- a demonstrated need for an alternative public school choice;
- a viable site acquisition strategy;
- the support of state and local officials for charter schools; and
- a per pupil payment from governmental sources of $5,500 or more.
Instances in which an existing charter school board determines to change
the operator of its charter school or to hire a new operator after termination
of an existing management contract represent a growing market niche in which we
believe we have developed a core competence. Because of the adaptability of the
Beacon School Design, we believe we are situated within the competitive arena to
respond to these opportunities.
Contract schools
In developing contract management relationships, we intend to focus on
school districts that have per pupil expenditure rates that will enable us to
manage schools at a profit and that have more than one school available for
management. We will consider carefully the district's political climate and
teacher union support, the district's overall stability and impetus to innovate
and the general terms and conditions attached to the contract issuance. From
1995 to 1998, we managed Turner Elementary School in Wilkinsburg, Pennsylvania
under a contract with the local district school board. The contract with the
school board was terminated after the Pennsylvania state courts ruled that a
newly enacted charter school law effectively precluded the school board from
contracting with a for-profit firm to manage the school.
The states that we have currently identified as states in which there are
the best opportunities for expansion of our operations in the charter school and
contract management markets include, among others,
Delaware, Indiana, Maryland, Massachusetts and Pennsylvania. In addition,
although the current limit on the number of charter schools that may be operated
in Michigan has been met, we believe that our operations in that state may
continue to grow as a result of expansion of grades and increased enrollment at
Beacon schools as well as instances in which an existing charter school board
contracts with a for-profit management company or replaces the existing
management company.
The creation of a Beacon charter school begins with a development manager
in a selected territory. The manager identifies a charter school board, often
comprised of several dedicated civic leaders and parents. Typically, the core
board members are already involved in establishing the charter school prior to
our association, though we may at times assist in identifying certain board
members. We typically enter into a five-year contract to manage the board's
charter school, although we may provide charter boards with the right to
terminate the contract after the third year so that the charter entity can
qualify for tax-exempt financing. Contracts negotiated between Beacon and the
non-profit charter organization will typically provide that we will manage a
school in exchange for a fee based on a percentage of all public revenues
designated for that particular school. In addition, we charge a fee based on a
percentage of start-up costs that we advance to schools and on the cost of funds
for any loans we make to schools to support facility development. After the
initial term of the contract expires, it may be renewed, terminated or
renegotiated by the parties. The non-profit charter organization may terminate
the contract for cause if we fail to make reasonable progress toward achievement
of agreed upon goals and student performance standards. Likewise, we may
terminate the contract for cause if a minimum enrollment is not achieved or if
the charter school board fails to approve a part of our program that we
determine is necessary for a successful management relationship.
After the non-profit board is formed, we prepare a charter application for
submission by the board to the state or other chartering entity for
authorization. Once the charter is granted to the non-profit charter applicant,
we begin to recruit the principal, teachers and other staff, who typically
become our employees unless prohibited by state law or the chartering authority.
In certain jurisdictions, the charter legislation or the charter authority
requires that the teachers and other staff at charter schools be employed by the
charter entity and not by the management company. Start-up costs are financed by
grants that may be available, temporary loans from Beacon to the charter school
board, or other third party financing. The school's principal, if a Beacon
employee, is normally granted an option for the purchase of our common stock as
an incentive. Recently, such options have provided for the purchase of 1,000 to
2,000 shares per principal, vesting over five years. In addition, as part of
employee compensation and incentive we intend to grant options for the purchase
of common stock to teachers and other administrative personnel. We previously
issued options to teachers and school administrative personnel, but ceased doing
so in 1997, pending the existence of a public market for our stock, at which
time we plan to resume the practice.
The entire start-up process, from initial identification of a territory
through the actual opening of a school, can last from six to 24 months, though
it most commonly requires approximately 10 to 14 months.
Real estate and facility
Typically, Beacon and the charter board jointly seek suitable facilities
for the charter school. Charter schools are often located in existing buildings
that the charter board leases and refurbishes. Selection, financing and
refurbishment of facilities are major challenges for most charter schools. Our
experience and assistance in these areas are important aspects of our appeal to
charter boards. We may provide credit enhancements or loans to the charter board
for facility refurbishment.
Curriculum review and development
Our education program is the Beacon LightPoints Curriculum. We began
development of this standards driven curriculum in 1998 with a team of
experienced education consultants. Since that time,
the Beacon education team has updated subject areas and support materials as
needed. A key attribute of the Beacon LightPoints Curriculum is its dynamic
nature. Our education program is continuously being updated based on feedback at
the school level, changing state standards, and analysis of test results. We
believe that the key to improving student achievement in our schools is the
continuous feedback of achievement data through the standards based curriculum
and instructional process.
Once a charter school is organized, we have the responsibility for
procuring technology, equipment and supplies for that school. We typically issue
a request for proposals for equipment, materials and supplies for our managed
schools in order to obtain the best price and value. Each school then shares the
benefits of this group purchasing. Cost efficiencies such as this allow each of
our schools to better utilize its per pupil allocations to achieve maximum
benefit for its students.
We typically prepare a marketing plan for each new charter school. The plan
includes strategies to effectively recruit and enroll students in a given area
using methods tailored to that community. We also assist existing schools with
annual marketing plan updates.
Day-to-day business operations
Each of our managed schools is assigned a four person support team to
assist it with many aspects of its day-to-day operations. This team consists of:
- A field operations person who visits the school to provide administrative
support services;
- An account manager who oversees the school's purchasing, accounts payable
and cash flow management;
- A human resource generalist who advises the school on all human resource
issues; and
- A curriculum support specialist who advises the school on staff
development, curriculum implementation and assessment.
Technology plays an integral role in our education program. We are
currently piloting a program with NetSchools Corporation to develop a cost
effective model to provide each student with their own computing capability.
Under this pilot program each student is provided with access to computers in
the classroom. We have also contracted with NetSchools to pilot Orion, their
curriculum management system, in Michigan and Missouri. NetSchools will
electronically align the Beacon LightPoints Curriculum and state standards. This
system will assist teachers in the development of standards-based lesson plans
and projects and will help the professional staff ensure that each standard is
being taught to mastery. While this program is being piloted, we are continuing
to research other Internet-based solutions. We are also developing Beacon
Solutions, our proprietary set of documents, manuals and procedures, accessible
to client schools via the Internet through utilizing software developed by Xerox
We typically equip each classroom with three to four desktop computers that
are networked within the school and have access to the Internet. In addition,
each administrative office customarily has a desktop computer also connected to
our network. Principals and other members of the professional staff at each of
our schools are usually provided with laptop computers when the local budget can
support this expenditure.
Oversight and accountability
Each of our schools is required to develop an accountability plan that
includes specific academic and non-academic goals that are used to measure a
school's effectiveness. The data generated is also used in the principal's
performance review and may be used in part to set compensation for the staff and
principal. This accountability plan typically includes a nationally normed
standardized test, state assessments and parent surveys. This plan and the
results are reviewed by our field operations person and our curriculum support
specialist assigned to the school. In addition, each school has a financial
audit that is completed by an independent accounting firm.
Each Beacon School is offered the full range of services that we provide.
In 1999 Beacon introduced the "Beacon School Design" at the Conner Creek Academy
East in Roseville, Michigan. The Beacon School Design consists of the
implementation of the Beacon LightPoints Curriculum supported by our
comprehensive management services. Currently, nine of our managed schools use
the Beacon LightPoints Curriculum and six of our schools have begun implementing
it. We expect to implement the Beacon School Design and the Beacon LightPoints
Curriculum in all new charter schools and in any new contract schools.
Each new school typically begins with grades K-5 and enrollment of
approximately 350 to 500 students in year one and then may expand one grade
level annually thereafter to reach grades K-8. All Beacon Schools include full
day kindergarten. In the past, we have started schools with an enrollment of
fewer than 350 students. A high school program may then be added. The average
per pupil revenue target is approximately $6,000, which produces revenue of
approximately $2.4 million for a 400-student school and a management fee to
Beacon of approximately $240,000 to $288,000 per year. We are also typically
reimbursed for out-of-pocket expenses incurred from the grant of the charter up
to the time the school opens.
Beacon Schools usually provide 190 days of instruction each school year.
The school day lasts for seven to eight hours. This means that students who
complete a K-8 Beacon School program attend school the equivalent of two
additional years. This allows for the additional time students need to meet more
rigorous state standards.
In addition, students benefit from small class sizes in the early
elementary grades. Class size by grade level in a Beacon School is typically as
Kindergarten............................................ 18 students
1st Grade............................................... 18 students
2nd Grade............................................... 24 students
3rd Grade............................................... 24 students
4th Grade............................................... 24 students
5th Grade............................................... 24 students
The Beacon LightPoints Curriculum is a comprehensive standards-based
curriculum for grades K-12. The curriculum draws upon a national database of
standards that define the minimum level of performance students are expected to
achieve. Unlike a traditional public school district curriculum, the Beacon
LightPoints Curriculum, as a standards based program, is organized around what
students are expected to know and be able to do. The Beacon LightPoints
standards are aligned with the state's standards, and as a result, students are
tested on what they study. In addition, it utilizes the content drawn from the
Core Knowledge Sequence. An integral part of the curriculum involves our
teachers incorporating instructional strategies and current technology to better
enable students to learn. Students receive teacher directed instruction and are
involved in project based learning. Our teachers systematically assess progress
allowing them to continuously provide our students with constructive feedback.
We believe that our curriculum combines new ideas with the core values of public
The Beacon LightPoints Curriculum is based on the following principles:
- Rigorous academic core studies with measured benchmarks of progress;
- A structure that allows each student to master competencies prescribed in
the standards;
- The integration of academic areas through project based learning, teacher
directed instruction and integrated technology;
- Teaching students career competencies and lifelong learning skills that
are age-appropriate and connected to working and learning with adults;
- Providing extra time, assistance and support to accommodate multiple
learning styles and other needs of students;
- The engagement of students as active learners; and
- Character education and parental involvement.
The Beacon LightPoints Curriculum is typically structured around four basic
elements: assessment; standards; content; and instructional strategies, (each of
which is described below).
We place a great value on satisfying our customers -- boards and
parents -- and keeping schools fully enrolled, and we believe that our mission
is to help all students achieve at high levels. Assessment drives the education
program at Beacon Schools. While there are a number of informal assessment
methods at Beacon Schools, there are two formal measures of academic
- state mandated benchmark assessments given at one or more grades to all
public school students, including charter school students -- at the high
school level this assessment is often known as a "high stakes test,"
where passing the test may be a high school graduation requirement; and
- standardized, norm-referenced national tests.
Generally, Beacon managed schools will use the Stanford 9, the Terra Nova,
or the Iowa Tests of Basic Skills. Each school selects from this list of tests
the one that is approved for use in that jurisdiction. These tests compare the
students in the school with a national group, considered to be the "norm." We
currently contract with the Center for Resource Management for assessment
support services. We typically monitor student scores on state assessments and
standardized, norm-referenced tests and use the data to shape curriculum and
professional development.
The Beacon LightPoints Learning Standards define the minimum level of
performance that students at Beacon schools are expected to achieve. They make
clear to everyone what students are expected to know and be able to do, and they
are established for all three levels (K-4, 5-8, 9-12) of the Beacon LightPoints
Curriculum. These standards are designed to meet or exceed the standards adopted
by the state in which the schools are located.
The content used to teach Beacon School students in kindergarten through
grade 8 is drawn from the Core Knowledge Sequence developed by the Core
Knowledge Foundation in Charlottesville, Virginia. The Core Knowledge Sequence
is a detailed outline of specific content to be taught in language arts,
history, geography, mathematics, science and the fine arts. This content is
matched to the curriculum standards at each grade level. The content for grades
9-12 has been drawn from various state curriculum frameworks that are based on
independent rankings of state standards in different disciplines, and several
national projects such as the UCLA History and Geography Project, Project 2061
and the National Council for Teachers of Mathematics Principles and Standards
for School Mathematics.
The Beacon LightPoints Curriculum represents approximately 70% of what is
taught each school day in the schools that we manage. The community and the
teachers in each school will typically add content that reflects local interests
and needs as required by the charter or district contract. In doing so, they
will use a variety of third-party materials in the instructional process.
Instructional strategies
Instruction at Beacon Schools is standards-driven, meaning that lesson
plans and projects are developed around specific standards. Our instructional
program is based upon teacher directed instruction, project based learning and
integrated technology. Teacher directed instruction is generally used to teach
phonics, reading, and basic mathematics skills. Teacher directed instruction may
be whole class, small group or individual. Using this instruction method, the
teacher is the primary source of instruction and information. Students then
apply these skills in a project based learning environment.
Project based learning is a pedagogical approach that places the student in
the role of researcher, creator, interpreter and presenter. In project based
classrooms, the teacher presents the problems to students, requiring them to
become actively involved in the learning process. The problems are often
interdisciplinary in nature and direct the students to read, write, compute,
research and present. The teaching staff designs projects with the assistance of
our curriculum support specialists.
Other core subjects may be taught through both project based and teacher
directed instruction as appropriate for the learning styles of the children.
Each student in our schools typically receives an "Individual Learning Plan"
that outlines the student's goals and expected minimum achievement levels for
the year.
Typically, after a start-up year, students in Beacon schools will stay with
the same teacher for two years. We believe this promotes social skills, greater
flexibility for instruction and a positive school climate.
We believe Beacon schools provide access to current technology for staff
and student use. This includes Net Schools (our curriculum management system)
teacher laptops, email and voice mail for all teachers, classroom computers and
appropriate education software. In addition, parents may have access to these
same resources when school is not in session. Internet resources are usually
offered for every grade level. The Summer 2001 version of the Beacon LightPoints
Curriculum will include optional online advanced placement courses for grades 11
and 12. Students complete assignments at their own pace, while online teachers
interact with each student via email or phone to answer any questions, monitor
progress and evaluate assignments and tests.
Principals and directors
As part of the new school start up, our principals attend a training
program that includes:
- charter and authorization requirements;
- Beacon administrative, operational, human resource and financial
- the Beacon LightPoints Curriculum; and
- subject specific training in core subjects as needed.
During the school year our Beacon education department hosts roundtables to
foster collaboration and discussion amongst principals. The roundtables consist
of specific training sessions based on feedback from the principals on their
professional development needs. Before each roundtable, a book is distributed
and a portion of the session is devoted to discussion of the book and best
practices in our industry.
In addition, the Beacon education department distributes the "Beacon
Principals' Newswire," a compilation of professional reading available online.
The newswire is distributed to all Beacon Schools directors and principals
monthly via email. The Beacon education department is a central office
department which operates from our executive offices for the benefit of all
Beacon schools, our principals, faculty and staff.
Professional development activities at each Beacon School are focused on
the implementation of the education program as defined in the charter or the
contract with the school district. Teachers engage in a summer curriculum
development workshop prior to school opening. With the assistance of the Beacon
curriculum support specialists, teachers, working with Beacon's knowledge base,
develop lesson plans, projects, and assessments. In addition, teachers will
observe and model lessons taught by their peers and Beacon support specialists
and consultants. Feedback is provided by curriculum support specialists and
subject-specific consultants.
Teachers are also engaged in ongoing staff development activities
throughout the year. They will receive subject-area specific coaching,
assistance with lesson plan and project development, behavior management, and
special education training. Staff development activities are coordinated by the
principal with assistance from our curriculum support specialists.
The following table provides information regarding our current fully
managed charter schools as of June 30, 2001. We define a school as a distinct
facility rather than as a range of grades with the exception of a single large
facility in St. Louis. For example, we would count a single facility with grades
K-12 as one school, while some of our competitors would count this as three
schools: an elementary school, a middle school and a high school.
Murdoch Middle Public
School................. Chelmsford, MA 5-8 199 June 5, 1998 September 30, 2001
Rising Tide Charter
Public School.......... Plymouth, MA 5-8 196 July 24, 1998 June 30, 2003
Lowell Community Public
Charter School......... Lowell, MA K-3 295 June 15, 1999 June 30, 2004
Mystic Valley Regional
Public Charter
School................. Malden, MA K-8 770 March 9, 2000 June 30, 2003
Chandler Park I Academy
Haverhill.............. Detroit, MI 6 192 July 1, 1999 June 30, 2005
Chandler Park II Academy
Phillip................ Detroit, MI 8 182 July 1, 1999 June 30, 2005
Chandler Park III Academy
Greenfield............. Detroit, MI 2, 3, 7 125 July 1, 1999 June 30, 2005
Conner Creek Academy
East................... Roseville, MI K-6 397 August 16, 1999 June 30, 2004
Conner Creek Academy..... Warren, MI K-6 520 August 24, 1999 June 30, 2004
Great Lakes Academy...... Pontiac, MI K-6 389 June 16, 1997* June 30, 2004
Huron Academy............ Sterling Heights, MI K-5 264 July 1, 1999 June 30, 2004
Landmark Academy......... Port Huron, MI K-8 219 August 24, 1999 June 30, 2004
Learning Center
Academy................ Byron Center, MI K-10 157 April 1, 1998 May 1, 2005
Pontiac Academy of
Excellence............. Pontiac, MI K-5 242 July 1, 1999 June 30, 2004
Renaissance Academy...... Mt. Pleasant, MI K-8 93 May 18, 1998 June 30, 2003
West Michigan Academy --
Arts/Academics......... Spring Lake, MI K-8 289 August 1, 1998 June 30, 2003
White Pine Academy....... Leslie, MI K-8 128 June 1, 1998 June 30, 2003
Southwest Community
Charter School......... Kansas City, MO 6-9 475 March 22, 1999 June 30, 2004
St. Louis Community
Charter School......... St. Louis, MO K-6 512 February 15, 1999 June 30, 2004
Thurgood Marshall
Academy................ St. Louis, MO K-8 581 November 17, 1999 June 30, 2005
Ethel Hedgeman Lyle
Academy................ St. Louis, MO K-2 193 November 18, 1999 June 30, 2005
South Buffalo Charter
School................. Buffalo, NY K-4 232 August 23, 2000 June 30, 2005
Central New York Charter
School for
Math/Science........... Syracuse, NY K-6 393 April 17, 2000 June 30, 2005
Engelmann Charter
School................. Claremont, NC K-6 201 July 27, 1999 June 30, 2007
Meridian Public Charter
School................. Washington, DC Pre K-4 243 February 16, 2001 February 15, 2006
* The management contract with Great Lakes Academy was entered into with BEMM
prior to our acquisition of an interest in BEMM in January 1998.
Each of the schools listed in the chart above is a charter school managed
by us. In addition to these schools, we provide limited services to the charter
schools listed below. Examples of the limited services that we provide to these
schools include financial services, human resources support, technology
planning, administrative services, and financial and compliance reporting
Roxbury Prep Charter School......... Roxbury, MA 6-7 140 June 10, 1999 June 30, 2002
Frederick Douglass.................. Dorchester, MA 5-6 102 February 1, 2000 June 30, 2002
Our corporate staff at our Westborough, Massachusetts offices provides the
following services to our client schools:
- Implementation of the approved charter, including the school's education
- Curriculum and staff development
- Implementation services for the Beacon LightPoints Curriculum
- Payroll
- Employee relations
- Legal services related to school operations
- Purchasing
- Benefits management
- Facility acquisition and improvement consulting
- Bookkeeping
- Financial management services such as leasing and cash management
The staff at our Madison Heights, Michigan office provides operations,
facility and human resource support to our Michigan schools.
We receive funds derived from numerous federal and state programs to be
used for specific educational purposes. If we fail to comply with the
requirements of the various programs, we could be
required to repay the funds and be determined ineligible for receipt of future
federal funds. Most of our elementary schools receive funds under Title I of the
Elementary and Secondary Education Act of 1965. This program supports the
education of children from low-income families. Some of our schools also receive
funds from other programs under this act, including Title II, which provides
funding for the professional development of teachers, Title III, which provides
funding for technology programs, Title VII, which provides funding for bilingual
education programs and Title X, which provides start-up funding for charter
schools. In addition, some of our schools may receive discounts ranging from 20%
to 90% (depending on economic need and location) on eligible telecommunications
services, including Internet access services, local and long distance telephone
services, and the acquisition and installation of equipment to provide internal
network connections through the Universal Service Fund established by the
Federal Communications Commission. We have policies and procedures in place in
order to comply with the regulations and requirements of these programs.
Although we receive these federal and state funds indirectly, through
charter school boards and local school boards, upon entering into a contract
school agreement, our receipt of these funds subjects us to extensive
governmental regulation and scrutiny. We could lose all or part of these funds
if we fail to comply with the applicable statutes or regulations, if the federal
or state authorities reduce the funding for the programs or if we are determined
to be ineligible to receive funds under such programs. To the extent that the
laws and regulations governing federal and state programs change or are
interpreted in a manner that would prevent public charter schools and school
districts, as applicable, from using federal funds to pay for the services we
provide, the loss of all or part of these funds would materially hurt our
Massachusetts, Michigan and Missouri, the states in which a majority of our
managed schools are located, each require compliance with the statutes discussed
below. In addition, each has a procurement statute and requires background
checks of all staff working in our schools. Teachers in St. Louis, Missouri are
required to enroll in the local retirement system and are not allowed access to
our 401(k) plan. The charter school enabling statutes in Massachusetts and
Michigan limit the number of charters that can be issued in each of those
states, and the Missouri enabling statute limits the grant of charters to
entities located in the cities of St. Louis and Kansas City.
Family Educational Rights and Privacy Act
We are subject to the federal Family Educational Rights and Privacy Act,
which protects the privacy of a student's educational record, and generally
prohibits a school from disclosing a student's records to a third party without
the student's prior consent. The law also gives parents certain rights with
respect to their minor children's education records. Our failure to comply with
this law may result in termination of our eligibility to receive federal
education funds.
Federal Civil Rights Laws
We must comply with federal civil rights laws or we could be determined
ineligible to receive funds from federal programs or face criminal or civil
penalties. These laws include the following:
- Title VI of the Civil Rights Act of 1964. Title VI prohibits recipients
of federal financial assistance from discriminating on the basis of race,
color or national origin.
- Title IX of the Education Amendments of 1972. Title IX prohibits
discrimination on the basis of gender by recipients of federal financial
- Section 504 of the Rehabilitation Act of 1973. Section 504 prohibits
discrimination on the basis of disability by recipients of federal
financial assistance.
- Americans with Disabilities Act of 1990. This act prohibits
discrimination in employment against a qualified individual with a
disability and requires that buildings, facilities and vehicles
associated with public services be accessible to individuals with
- Age Discrimination Act of 1975. This act prohibits recipients of federal
financial assistance from discriminating on the basis of age.
- Age Discrimination in Employment Act of 1967. This act prohibits
discrimination on the basis of age in employment.
- Equal Pay Act of 1963. This act prohibits discrimination on the basis of
gender in the payment of wages.
- Title VII of the Civil Rights Act of 1964. Title VII prohibits
discrimination on the basis of gender in employment.
Individuals with Disabilities in Education Act
The Individuals with Disabilities in Education Act requires that students
with qualified disabilities receive an appropriate education through special
education and related services provided in a manner reasonably calculated to
enable the child to receive educational benefit in the least restrictive
environment. Our responsibility to provide the potentially extensive services
required by this act varies depending on state law, type of school and the terms
of our management agreements. We are generally responsible for ensuring the
requirements of this act are met in our charter schools, unless state law
assigns that responsibility to another entity. School districts are generally
responsible for ensuring the requirements of this act are met in our contract
schools. We could be required to provide additional teachers, aides or special
services, at our cost, if we are found in violation of this act in one of our
Gun-Free Schools Act
The Gun-Free Schools Act, which became effective in 1994, requires us to
maintain certain policies, provide assurances and make reports regarding the
discipline of students who bring weapons to our schools. If we violate any of
these requirements, we may be deemed ineligible to receive certain Federal
education funds.
Drug-Free Workplace Act of 1988
The Drug-Free Workplace Act requires a recipient of federal funds to
certify that it provides a drug-free workplace. If we violate the certification
and reporting requirements of this act, then we could be determined ineligible
to receive federal funds.
State Regulations
We are also subject to state statutory and regulatory requirements in the
states in which we operate. All states have standards for the operation of
schools concerning, for example, the length of the school year, curriculum,
hours of the school day, physical education and other areas. We could be in
violation of our management agreements with charter boards or school districts
if we fail to comply with these standards.
Children's Internet Protection Act
This act requires schools and libraries that receive federal funds, either
directly or indirectly, to implement content filter technology for computers
with Internet access. Additionally, such schools must adopt a policy of Internet
safety that includes the operation of technology protection and annually certify
that its policy is being enforced. If we fail to comply with the requirements of
this act, we may become ineligible to receive funds attributable to certain
federal sources and we may be forced to repay a portion of the federal funds we
have received.
Each of our schools is typically required to adopt a safe schools plan. We
provide our schools with model policies and manuals as well as technical
assistance in the development of these plans. The plans include procedures for
fire drills, emergency closings, evacuations, visitors and crisis intervention.
Most of our urban schools employ on site security staff during the school day.
Most of our schools have security systems.
As of June 30, 2001, we had 50 full-time employees at our executive offices
in Westborough, Massachusetts and Madison Heights, Michigan. In addition,
approximately 30 principals, 525 teachers and 760 members of support staff work
in our schools. Approximately 1,000 of these persons are our employees.
As a general proposition, teachers at charter schools in the United States
are not represented by unions. In the states in which we currently operate as
well as the states in which we currently anticipate we will seek to operate
Beacon Schools, school teachers in traditional public schools generally have
elected to organize. We are committed to developing a positive relationship with
teachers' unions at both the local and national levels. We believe that our
relationship with our employees is satisfactory.
Our principal executive offices are located in Westborough, Massachusetts
where we lease approximately 6,600 square feet of office space. In addition, we
maintain an office in Madison Heights, Michigan, where we lease approximately
2,400 square feet of office space. The lease of our Westborough offices expires
in March 2005 and the lease of our Madison Heights facility expires in August
2005. We believe that these facilities are in good condition and are able to
accommodate their present purposes.
Enter up to 25 symbols separated by commas or spaces in the text box below. These symbols will be available during your session for use on applicable pages.
You have selected to change your default setting for the Quote Search. This will now be your default target page;
unless you change your configuration again, or you delete your
cookies. Are you sure you want to change your settings?


text:
Browse Average Salary Ranges for Upper Middle Income Level Jobs
Salary.com's entry level jobs cover recent college grad jobs, first entry level jobs, some associate degree level jobs, high school graduate level jobs. Entry level positions may require no experience. An entry level cover letter, and entry level resume are usually required to obtain entry level positions. Entry level job searches can sometimes even surpass the recent college graduate job level.
Click a job title to view its basic salary report
CAD Drafter II
Alter Job Title: CAD Drafter, Sr. , Intermediate Level CAD Drafter , Senior CAD Drafter , Senior Computer Aided Design Drafter , CAD Drafter, Sr
CAD Drafter III
Alter Job Title: CAD Drafter, Sr. , Computer Aided Design Drafter, Sr. , Senior Level CAD Drafter
- Cafeteria Manager
- Cage Manager - Casino
Cage Manager Assistant - Casino
Alter Job Title: Assistant Cage Manager - Casino
Calibration Technician II
Alter Job Title: Intermediate Level Calibration Technician
Calibration Technician III
Alter Job Title: Senior Calibration Technician
- Call Center Quality Manager
Call Center Representative IV - Inbound
Alter Job Title: Telemarketing Representative IV - Inbound
Call Center Representative IV - Outbound
Alter Job Title: Telemarketing Representative IV - Outbound
Call Center Scheduler, Sr.
Alter Job Title: Customer Service Scheduler, Sr.
Call Center Scheduling Supervisor
Alter Job Title: Customer Service Scheduling Supervisor
Call Center Team Leader (Includes Selling)
Alter Job Title: Telemarketing Team Leader (Includes Selling)
Call Center Traffic and Scheduling Analyst, Sr.
Alter Job Title: Senior Call Center Traffic and Scheduling Analyst , Sr. Call Center Traffic and Scheduling Analyst
Camera Operator, Television and Motion Picture
Alter Job Title: Camera Operator, Television & Motion Picture
Campus Police Lieutenant
Alter Job Title: College University Campus Police Lieutenant
Campus Recreation Director
Alter Job Title: University University Recreation Director , Recreation Director , College College Recreation Director
- Campus Recruiter
Campus Security Director
Alter Job Title: University Campus Police Director , University Police Director , University Campus Police Director , College Campus Police Director , College Police Director , Director of Campus Police , Director of Campus Security , College Campus Security Director
- Capacity Planner
- CAD Drafter II
Click a salary category to find jobs in your target salary range.
Six Figure Income jobs ($100,000+)
High Income jobs ($80,000 - $100,000)
Upper Middle Income jobs ($50,000 - $80,000)
Middle Income jobs ($30,000 - $50,000)
Entry Level Income jobs ($10,000 - $30,000)

subset: commoncrawl


text:
1178. sar2401
Quoting VAbeachhurricanes:
Yes, it is that hard. You're saying that if there's a 50% chance a storm will form in two days and it doesn't, that mean the probability of it not getting high or lower than 50% in the next three days is zero? If so, get rid of the two day and just make it five days. 91L is a prime example. Do you actually think, if it doesn't improve in the next two days, the probability it will improve in the next three days is not going down? This is simply needless confusion with no added information.
Member Since: October 2, 2004 Posts: 0 Comments: 25746


text:
25th New Brunswick Legislature
From Wikipedia, the free encyclopedia
(Redirected from 25th New Brunswick Legislative Assembly)
The 25th New Brunswick Legislative Assembly represented New Brunswick between February 22, 1883 and April 2, 1886.
Robert Duncan Wilmot served as Lieutenant-Governor of New Brunswick until November 1885, when he was replaced by Samuel Leonard Tilley.
James E. Lynott was chosen as speaker.
In March 1883, the Conservatives led by Daniel L. Hanington lost a confidence motion and the Liberal Party led by Andrew G. Blair formed the new government.
List of Members[edit]
|Preceded by
24th New Brunswick Legislative Assembly
|Legislative Assemblies of New Brunswick
|Succeeded by
26th New Brunswick Legislative Assembly


text:
Be prepared, I'm going wild (well, not too wild) with a couple of surprise cuts. This will be edited after the 3rd Pre-season game and left after that point.
3 Quarterbacks: Hill, Smith, Huard
5 Runningbacks: Gore, Coffee, Robinson, Sheets, Norris
6 Receivers: Bruce, Morgan, Crabtree, Battle, B.Jones, M.Spurlock
3 Tight Ends: Davis, D.Walker, Pascoe
9 Offensive Line: Heitmann, C.Wallace, Staley, M.Smith, Snyder(T/G), Boone, Baas, Rachal, Wragge
6 Defensive Line: J.Smith, Balmer, D.Evans, Sopoaga, Franklin, Jean-Francois
4 Outside Linebackers: Lawson, Haralson, M.Harris, J.Moore
4 Inside Linebackers: Willis, McKillop, Spikes, Ulbrich
5 Corners: Clements, Spencer, Brown, Bly, Rossum
5 Safeties: Goldson, R.Smith, M.Lewis, M.Roman, M.Hudson (S/CB)
3 Special Teamers: Nedney, Andy Lee, Brian Jennings
IR - R.McDonald, W.Harris
Unless Nate Davis shines at some point in the rest of the pre-season, I just don't see there being enough room for him. Huard is an experience vet who can win. I really don't want to cut Nate though.. I think he has potential.
While I like Jason Hill, I get the feeling that (at this point, at least) the team likes Spurlock much more. Spurlock seems to be not only faster on the field, but he's also more versatile.
It might be tough cutting Brit Miller. If we think another team with take him, we may not do it. Norris might only have a year or two left, and if the first pre-season is any indication of what Brit could do at FB.. he needs to be kept. I wouldn't be that surprised if we pulled a shocker and went younger, keeping Miller and ousting Norris or Robinson.
I think Moore beats out Brooks. Moore was the only person I saw getting any pressure on Friday. Brooks was stone-walled.


text:
Skip to: Main Content / Navigation
You are here:
New Search
Claes Fornell International
Company Address:
625 Avis Drive
Ann Arbor, MI 48108
View Map
Phone: 734-930-9090
Fax: 734-930-0911
Send E-mail: E-mail this company
Terry Redding
Include this firm in my Request For Proposal (bid request).
These companies, organizations and individuals have opted to be listed in this Directory. Quirk's does not endorse these companies, organizations and individuals and makes no representations, warranties or guarantees as to, and assumes no responsibility for, the products or services provided by them. Quirk's expressly disclaims all liability for damages of any kind arising out of the use or performance of the products or services provided by those listed.
New Search
4662 Slater Road, Eagan, MN 55122 651-379-6200
Copyright 1986-2016 Quirk Enterprises, Inc.


text:
About auburn
Hi,I am from Beauregard Al(outskirts of Auburn)I dont know much about weather but I enjoy it just the same. I have made lots of great friends on WU! UR3
By: auburn, 9:04 PM GMT on October 29, 2006
HELLO all I am Auburn ...and also Birdofpray..I am not billybadbird nor is he me.
I have no problem with any other race...what I do hve a problem with is people who move here from where ever and refuse to learn English.
Had a Spanish speaking guy shot here yesterday...He went in to a sporting goods store and pulled out a gun...was waving it around and pointing it at the shelf behind the store owner,talking to the owner in Spanish..and getting pissy cause the guy didnt understand him...so the owner took it as a hold up and shot the guy...turns out he was trying to buy ammo for his gun...the guy is OK...but I bet he learns english now...lol
ok the last line of that was in poor taste...but had this guy been able to ask for what he wanted this would have never happened...now the owner is looking at jail time.
can you see a Asian..a mexican,and a Indian trying to talk to the cops after they were all involved in a car wreak?lol...the poor cop didnt know what to do
this cop was a friend of mine and told me this story...he said he had his hand on his gun the whole time because he didnt know what was being said and no one else there did either...he said the scariest calls to go on are the ones where you cant understand the people you are trying to talk to.
I worked a house fire 2 years ago where the guy couldn't give his address so his kid burnt to death...when we did find the place he couldn't even tell us his kid was still in the house
I have been called a racist by some because of these comments...I dont see it that way...do you?
Thank you for reading...Auburn...aka birdofpray... and no other handles or user names
Updated: 1:22 AM GMT on October 30, 2006
By: auburn, 3:09 AM GMT on October 27, 2006
Hi All...I keep killing blogs by talking about cars...tools ...lawn mowers and such so I figured I would start a blog about them myself.Dont know that it will get any interest but I enjoy these type things
feel free to talk about anything here...I also enjoy building ponds(small ones for goldfish and such)I have just put a pond in my living room for my turtles to live in...as soon as it is complete I will post pictures of it...Thanks for looking and post away.
Tell us about you favorite Car or first car...they bring back memories for me... I hope you will share your memories on this blog for all to enjoy...again thanks
Updated: 7:20 PM GMT on October 28, 2006
By: auburn, 5:34 PM GMT on October 25, 2006
Got a good Halloween Joke ? Post it Here for all to enjoy!
Heres the first one...lol
Top Ten Reasons Trick-Or-Treating Is Better Than Sex
10. You're guaranteed to get at least a little something in the sack.
9. If you get tired, wait 10 minutes and go at it again.
8. The uglier you look, the easier it is to get some.
7. You don't have to compliment the person who gave you candy.
6. The person giving you candy doesn't fantasize you're someone else.
5. If you get a stomach ache, it won't last 9 months.
4. If you wear a Batman mask, no one thinks you're kinky.
3. It doesn't matter if kids hear you moaning and groaning.
2. Less guilt the next morning.
1. If you don't get what you want, you can always go next door.
By: auburn, 5:54 PM GMT on October 20, 2006
Hello all...
tell everyone what really gets to you...gets under your skin...makes you go red.
get if off your chest and back here...just try and keep it clean...and Enjoy
Updated: 9:04 PM GMT on October 22, 2006
Newsome Drive
Smiths Station, AL
|390 ft
|Dew Point:
|Wind Gust:
|0.0 mph
Updated: 11:50 PM EDT on July 30, 2016


text:
Derek Lam
Suede Wide-Leg Pants
Product Actions
Derek Lam grey suede wide-leg pants.
- Panel construction, bandless waist, scoop pockets, raw-edge hem
- 11.5" rise, 29.5" inseam, 29.0" leg opening, approximately
- Zip fly, hook-and-bar fastener, jigger button
- Available in Grey
- Leather
- Specialty care
- Made in Italy
Style # 503578860
"Pretty" meets "downtown cool" in New York-based designer Derek Lam's clothing, bags and shoes. From beautifully crafted sheath dresses to refined wide-leg trousers, Lam's feminine designs are a luxurious take on all-American sportswear.
Need Help? Have Questions? Contact Us.
Please call 1.888.222.7639 to speak with a Customer Service Representative.
We're here to help you:
Monday - Friday, 9 AM - 9 PM (ET)
Saturday - Sunday, 10:30 AM - 7 PM (ET)
If you prefer email, we can be reached anytime at firstname.lastname@example.com.
Free Shipping & Returns on all U.S. Orders. See Details.


text:
MLB Team Report - Detroit Tigers - INSIDE PITCH
Detroit Tigers officials say they will replace injured shortstop Jose Iglesias in-house -- which now includes newly acquired infielders Andrew Romine and Alex Gonzalez.
The Tigers shipped spot-starting lefty Jose Alvarez to the Los Angeles Angels on March 21 for Romine with the expectation the infielder would be part of a shortstop platoon.
"We talked about having a shortstop that can catch the ball and run a little bit," Tigers manager Dave Dombrowski said. "He fits the description.
"We look for him to be on our big-league club and part of the (shortstop) mix. How else we'll go, I'm not sure at this point."
Three days later, Dombrowski picked up veteran shortstop Alex Gonzalez from the Baltimore Orioles for utility infielder Steve Lombardozzi.
Gonzalez, 37, has played only 27 games at shortstop the past two seasons and hit .177 in 41 games with the Milwaukee Brewers in 2013, primarily as a first baseman.
"I just know they lost Iglesias and are looking for somebody else," Gonzalez said after the deal was announced.
In addition to learning that Iglesias will be out for most, if not all, of this season due to stress fractures in both shins, Detroit got a double-dose of bad injury news when it announced March 21 that erstwhile setup man Bruce Rondon will miss the season due to impending Tommy John surgery.
During Iglesias' rehab, he will be limited to swimming and light bicycle riding for conditioning. He will be re-examined in four months to determine whether he can resume baseball work, after which it would be about another month (deep into August) before he can return to the Tigers.
"That late into the year, my thought process is that it would be more unlikely than likely (that Iglesias will play again this season)," Dombrowski said. "My understanding, though, is that he will be fine for next season."
MLB Team Report - Detroit Tigers - NOTES, QUOTES
--RHP Max Scherzer and the Tigers ended talks on a contract extension, and discussions won't resume during the season. The announcement by the team essentially guarantees Scherzer will become a free agent at season's end.
GM Dave Dombrowski spoke with reporters March 23, saying that the reigning AL Cy Young Award winner was given a "substantial offer." Once that offer was declined, the two sides agreed to end talks for the spring.
--RHP Bruce Rondon, who just seemed to be emerging as the kind of late-inning force Detroit hoped he would be last spring, will be lost to the Tigers this season due to an elbow injury that will require Tommy John surgery soon. Rondon recently complained of elbow soreness, and an exam showed he will need to have the ligament in his right elbow replaced. Rondon had a 1.29 ERA in seven spring appearances. "We've had a lot of injury issues this spring," Tigers general manager Dave Dombrowski said, "but that's why you try to build depth if you possibly can. We have some guys who will have to step up." Dombrowski indicated the Tigers will try to fill Rondon's projected role as the setup man internally. It could open the way for RHP Evan Reed, who is out of options and is having a good spring, to make the roster. "(Rondon) just came in one day and said he was a little tender," Dombrowski said. "At that point, we figured he should see a doctor. Before that, he hadn't complained of any problems at all. Our goal at this time is to handle it (the replacement) internally."
--SS Jose Iglesias is out for 4-6 months with stress fractures in both shins, and Detroit is anticipating the flashy shortstop won't be able to play all season. "Jose's activity will be limited to non-weight-bearing conditioning, such as biking and swimming, for the next 4-6 months," Tigers general manager Dave Dombrowski said. "He will be reevaluated at the four-month mark." Even if he is cleared to resume baseball after four months, it will be at least another month before he is ready to resume his position with the Tigers. "That late into the year, my thought process is that it would be more unlikely than likely (that Iglesias will play again this season)," Dombrowski said. "My understanding, though, is that he will be fine for next season." Iglesias played with shin splints most of last season but was able to play just one exhibition game before getting shut down.
--SS Danny Worth, in camp on a non-roster invitation, is a leading candidate to replace injured SS Jose Iglesias for the Tigers. Worth, 28, has had a career marked by aliments and injuries and was removed from the 40-man roster during the winter to make room for LF Rajai Davis. Worth has a .242 batting average in 115 games with Detroit and is a career .248 hitter in the minors. "He's got the most experience playing at the big league level, played shortstop at the big league level," manager Brad Ausmus said. "He probably wouldn't be as star struck by the big stage." "It's not a different feel (from last spring, when he was cut at the end of camp)," Worth said. "If anything, I feel less of it from last year, just because I know all the stuff that can happen. I don't read too much into it or think about it too much. I'm just trying to get ready for the year. There's still a lot of spring left. Anything can happen."
--INF Andrew Romine, 28, was acquired by Detroit on March 21 from the Los Angeles Angels in return for LHP Jose Alvarez. The switch-hitting Romine is a .250 career hitter with no home runs and 11 RBIs in 152 Major League at-bats, 108 coming last year for the Angels. The intention now is to have Romine combine with another shortstop to fill in for injured SS Jose Iglesias. "We talked about having a shortstop that can catch the ball and run a little bit," Tigers general manager Dave Dombrowski said. "He fits the description. We look for him to be on our big-league club and part of the (shortstop) mix. How else we'll go, I'm not sure at this point. We feel comfortable this is a good solution for us with the mix of other guys we have. It gives us a left-handed hitter, so he fits what we need for our ball club." Dombrowski added he did not feel Romine is an everyday shortstop. "Could he be? Perhaps, but we look at him more as a guy who can play 3-4 days a week," Dombrowski said.
--2B/SS Hernan Perez could play shortstop if Detroit decided to use him as part of the replacement mix for injured SS Jose Iglesias, out at least 4-6 months with shin stress fractures. Perez has filled in for Detroit briefly over the last two seasons but has had problems breaching .200 at the plate. The Tigers see him more as a second baseman, if he can cure his tendency to chase outside breaking balls.
--SS Eugenio Suarez might be the best defensive candidate to replace injured SS Jose Iglesias if Detroit decides to take the best pure defensive player in its organization. But general manager Dave Dombrowski indicated following the acquisition of INF Andrew Romine that Suarez was a long shot to make the team. Suarez blossomed at the plate at high Class A Lakeland last season (.311) but slipped to .253 when promoted to Double-A Erie. He was slated to play shortstop this year at Triple-A Toledo, with 2B Hernan Perez beside him. Suarez had not made much of an impression at the plate in Spring Training.
--RHP Anibal Sanchez missed a start March 18 with some soreness in the back of his right shoulder, the same ailment that shut him down for three weeks last summer. Sanchez received a cortisone injection to calm the inflammation and felt fine throwing a bullpen March 20. He was scheduled to start March 24 in a game at minor league camp. "If everything goes according to plan," manager Brad Ausmus said, "we can still get him up to around 100 pitches in his last (spring) start."
--RHP Luke Putkonen seemed to be securing his spot in the Tigers' bullpen even before Detroit announced RHP Bruce Rondon was finished for the season with Tommy John surgery impending. Putkonen entered March 22 with a streak of 10 1/3 scoreless spring innings. His slider has been better this spring, enhancing his mid-90s fastball and split-finger.
--RHP Justin Verlander will pitch Detroit's first game for the seventh straight season, new manager Brad Ausmus revealed after the pitcher made his second strong start of the spring. Verlander threw five innings of one-hit, one-walk pitching in a March 17 start and followed with five shutout frames March 21 against Atlanta. "I'm always grateful for starting on Opening Day," said Verlander, who was competing with defending Cy Young Award winner RHP Max Scherzer for the honor. "I never take it for granted. Of course I would have understood (if Scherzer had been chosen). I've said that. The guy won the Cy Young. Any other team in baseball and he's the Opening Day starter. There was not a doubt in my mind that I would be ready. But whether I would start it or not was up to Brad." Verlander underwent sports hernia surgery on both legs in January. He feels that condition might have been responsible for his sub-par 2013 season. "I want to pitch like I'm supposed to pitch. I hold myself to a higher standard than I think anybody could, and I expect to pitch up to that standard. Last year I didn't," he said about his 13-12 record and 3.46 ERA. "What caused that I don't know. It was not as easy for me as in the past. But that just gives me something to prove." He had allowed just seven hits and struck out 10, with four walks, in his first 13 2/3 spring innings.
--RHP Evan Reed has a stronger chance to make the Tigers with the news that RHP Bruce Rondon is out for season, needing Tommy John surgery. Reed got four outs March 21 without giving up a run to lower his spring ERA to 1.59, having given up just two earned runs in nine games. Reed is out of options and likely to be claimed if Detroit were to place him on waivers.
QUOTE TO NOTE: "You're always open to anything. I guess we'll continue to see what other options are out there, but we pursued a lot of options, talked to a lot of clubs, had a lot of internal discussions about other alternatives, and we like Andrew. If we can get better, we will. But we feel comfortable with this being a good solution for us with the mix of the guys that we have." -- Tigers general manager Dave Dombrowski, following the March 21 acquisition of INF Andrew Romine, on how the Tigers will address the loss of SS Jose Iglesias for most, if not all, of the 2014 season. Romine is not seen as a full-time shortstop.
MLB Team Report - Detroit Tigers - ROSTER REPORT
RHP Justin Verlander
RHP Max Scherzer
RHP Anibal Sanchez
RHP Rick Porcello
LHP Drew Smyly
Verlander has shown no negative effects from his January sports hernia surgery and is on track to be Detroit's season-opening starter if called on to do so.
Scherzer's task is to show his Cy Young Award season last year was no one-time thing. Sanchez looked worthy of his five-year deal in 2013 while Porcello took a step forward last year, enough to let Detroit feel secure enough to trade RHP Doug Fister.
Smyly re-enters the rotation after going through a season in the bullpen that saw him progress from early season long man to late-inning reliability.
The only concern with the rotation is injury; there is nobody in the minors ready to step up near the level of the pitcher they would replace entering the season.
RHP Joe Nathan
RHP Joba Chamberlain
RHP Al Alburquerque
LHP Ian Krol
LHP Phil Coke
RHP Luke Putkonen
RHP Evan Reed
The bullpen was a season-long problem in 2013, and it will be so again with a season-ending injury to prospective setup man RHP Bruce Rondon adding to a number of question marks associated with its members.
It was announced March 21 Rondon would require Tommy John surgery and would miss the entire 2014 season. Who replaces Rondon as the setup man will likely be a trial-and-error process right through the first month of the season.
Rondon's absence is an opportunity for RHP Evan Reed, who is having a solid spring, and non-roster LHP Blaine Hardy, who is also making a solid spring impression, to make the roster. LHP Phil Coke was righting himself after a shabby early showing.
There are other issues. Nathan is effective but aging -- with a history of poor postseason performances. Chamberlain hasn't been solid for nearly five years, Alburquerque needs to get his reliable fastball back, Krol ended last season poorly, Coke had a bad 2013 and Putkonen and Reed are untested.
The Tigers also have some promising relievers in the minors boasting the power arms the organization prizes, but the best of the group, RHP Corey Knebel, may not be ready until mid-year at the earliest.
1. 2B Ian Kinsler or CF Austin Jackson
2. RF Torii Hunter
3. 1B Miguel Cabrera
4. DH Victor Martinez
5. C Alex Avila
6. CF Austin Jackson or 2B Ian Kinsler
7. 3B Nick Castellanos
8. LF Rajai Davis
9. SS Danny Worth or SS Andrew Romine or SS Alex Gonzalez
New manager Brad Ausmus isn't ready to commit to a batting order until he goes through spring training, but it seems he's leaning toward having Kinsler lead off and Jackson, who has had a hot spring, hit lower in the order.
Added to his decisions was choosing how to replace SS Jose Iglesias, out four to six months with stress fractures in both shins.
The loss of LF Andy Dirks for 12 weeks with lower back surgery March 10 meant the Tigers are looking for a new platoon partner for Davis.
Castellanos has looked good at the plate this spring but shows rustiness in his return to third.
There is no established No. 5 hitter in the order but Avila might bat there by default despite his struggles over the past two seasons; he did heat up the last two months of last year.
Ausmus needs to pick who will bat first and second in his lineup, the choices being incumbent Jackson, Kinsler, who led off for Texas, and Torii Hunter. One of them could also hit sixth or fifth.
TOP ROOKIES: 3B Nick Castellanos (.278 in 18 Detroit at-bats; .276 with 18 home runs, 76 RBIs with Triple-A Toledo) has to flop badly for him not to be the Tigers' Opening Day third baseman. RHP Corey Knebel (1st round supplemental pick in last June's draft, 2-1 with 15 saves and an 0.87 ERA in 31 games for low Class A West Michigan) should open the season with high Class A Lakeland but his fastball (up to 98 mph) and hammer curve make him the best bet if the Tigers need late-inning bullpen help a month or two into the season. 2B/SS Hernan Perez (.197 in 34 games for Detroit last summer, .301 for Double-A Erie and .299 with Triple-A Toledo) is the top candidate to replace a middle infielder in case of an injury. C James McCann (.277-6-54 for Double-A Erie) is first in line if the Tigers need help at catcher.
--RHP Bruce Rondon (Tommy John surgery on right elbow) will miss the entire 2014 season. Rondon complained of some soreness in the elbow early that week and was sent to Dr. James Andrews, who revealed the diagnosis.
--SS Jose Iglesias (stress fractures in both shins) will miss 4-6. Iglesias was ordered to limit his leg activity to swimming or cycling lightly.
--LF Andy Dirks (lower back surgery in March 2014) is expected to be out until late March. Dirks said he has had problems with his lower back since high school but it locked up on him early in spring training.


text:
City You've Heard About Drinking Liberally. But What About Science on Tap?
posted by March 27 at 21:17 PMon
Politics heads pride themselves on being wonked out goofballstaking over bars and talking about DOJ e-mails, Hillary vs. Obama, and circuit breaker property tax reform.
But has anyone ever been to thisScience on Tap in Ravenna?
Holy nanofabrication! Yesterday night there was a lecture on nanotechnology given by the director of the Center for Nanotechnology at the UW.
Science on Tap meets at the Pub at Ravenna Third Place Bookstore (corner of 20th Ave NE and NE 65th Street) on the last Monday of every month at 7pm.
The next event meeting features Peter Vitaliano from UW Department of Psychiatry and Behavioral Sciences giving a talk (which sounds a bit depressing) titled: "Stress, Aging and the Effects on our Body: is Caregiving Hazardous to Your Health?"


text:
Ashley Greene
Miley Cyrus in 7 For All Mankind
Miley Cyrus arrived in Paris, France to film scenes for her new film, LOL: Laugh out Loud. She was also joined by her co-stars, including Twilight star, Ashley Greene. The girls took time to see the sites of the city, including making time for some shopping and a night out at a local nightclub.
Miley opted for a Parisian chic look of a tee shirt, leather jacket and jean shorts., which she paired with knee high socks and lace up boots. Miley was wearing 7 For All Mankind's Rolled shorts in Vintage Honolulu. You can buy Miley's shorts at Revolveclothing.com for $147.
Ashley Greene in Denim Vest
Ashley Greene was spotted hitting up the Orient Extreme restaurant in Paris, France wearing a studded denim vest over her tank top. Ashley has been working on the movie "LOL: Laughing Out Loud" with Miley Cyrus, and they met up at the popular eatery in the Saint Germain neighborhood.
The new film "LOL: Laughing Out Loud" has quite a few big names on the roster. Ashley, Miley, Demi Moore, Thomas Jane, Jay Hernandez, and Gina Gershon all star in the flick about teenage kids and the parents that try to keep tabs on them.
Joe Jonas in Bess NYC
I really like these jeans. I like that more brands are coming out with more detail for their men's denim. Like the Bess NYC jeans that Joe Jonas was spotted in while getting coffee with Ashley Greene.
I am actually not fan of Joe's style. But I do always almost love his choice in denim. From his Nobody's to the Nudies, I think they are all great. But these have to be my favorite out of all of them. I really like the studded detail around the front pockets and the dark clean wash. Many of the guys are being spotted in studded denim lately. Gavin Rossdale was the latest sighting wearing a pair by Hysteric Gamour. Lindsay Lohan and Sebastian Stan are also fans of Bess NYC.
Images Courtesy of PicApp (not to be copied or used by others)
Ashley Greene in J Brand
Ashley Greene and Joe Jonas were spotted spending the afternoon together in Los Angeles, CA. They have been gathering their fair share of coupledom rumors, Ashley and Joe ended up grabbing coffee before hopping into the same car and speeding away from paparazzi. Ashley was wearing J Brand 1041 Cuffed Shorts in Goldrush which she has been seen in a few times before.
Ashley recently played host at a pool party at Wet Republic before heading to the Teen Choice Awards on Sunday – where she won the Choice Movie: Female Scene Stealer honors. You can buy these shorts here.


text:
Hello, Hello. Sign In
Please enter a valid city, state or zip code
3 reviews | 5 out of 5
I bought this mini fly box for my son, because he loves fly fishing and it came in very handy for him. Instead of taking his big tackle box he can take his mini fly box with his favorite flies in it and stick it right in his pocket and it doesn't matter if it gets wet because it is waterproof. I would recommend this mini fly box to anyone that loves fly fishing.
This box is small and doesn't hold a zillion flies but it is perfect for those trips where you are not getting too far from your tackle box and want to travel light.
i could not believe my eyes when i opened the box that was shipped and i saw this tiny little thing. took a few minutes to realize what it was. so much smaller than i expected. very cute and will work well for my 4 year old, but for an adult worthless. it's about the size of a wallet. price is way to high for such a small piece of plastic.


text:
Nicholls prepares for first fall scrimmage
Published: Friday, August 8, 2014 at 9:46 a.m.
Last Modified: Friday, August 8, 2014 at 9:46 a.m.
Fall camp is a constant quiz all leading to a bigger test in scrimmages.
Nicholls State University has its first big test of fall camp with Saturday's scrimmage beginning at 8:30 a.m. on Manning Field at John L. Guidry Stadium. The scrimmage will consist of roughly 80 plays as the Colonels will work in first-down, third-down and red-zone situations.
In preparation for the scrimmage, Nicholls held its first two-a-day practice of fall camp on Thursday with the players in full pads for the morning session working on red-zone plays. The evening session was a refresher course of the morning practice as the team worked in shells.
Nicholls head coach Charlie Stubbs said with the scrimmage looming, it was time to quiz his team in the red zone.
"Nowadays, football teams will get their yards, but the whole thing is points. They may drive the ball, but that doesn't mean we can't stiffen up and hold them out of the end zone or create turnovers," Stubbs said. "We emphasized the red zone in one-on-one, 7-on-7 and team drills, and to have a championship team you have to score touchdowns, but it is vice versa on defense where you want to keep them out. We also had six live plays in short yardage and we are starting to incorporate situational football."
The red-zone drills are also an opportunity for the wide receivers and defensive back to jaw at each other as they participate in hand-to-hand combat.
Senior defensive back Josh Dewey said red-zone drills always raised the energy level and personal rivalries take shape with the intimacy of the competition.
"There was great energy at the start of practice with guys making plays on both sides. If we want to make a run at a championship, that is what we have to have, we need guys pushing each other, picking up each other up and getting better every day," Dewey said. "At the end of the day, when people start to make plays, that is what gets you energized and excited. We have to carry that energy in every practice and that will help us get better little by little."
The defense made it share of stops with one coming when junior linebacker Jarmon Coleman shot the gap and blew up freshmen running back T.J. Scott forcing a fumble.
Junior wide receiver Terry Lucas Jr. said the offense did start slow, but got better when the offensive line got better leading to several scoring plays.
"It was a good day for us, but the offensive line did start slow. It was competition and we competed across the board. The offense line is getting better every day, but the defense is improved and that is helping the offense get better," Lucas said. "It was a lot competition and we finished strong. That is what coach Stubbs is telling us to finish. We know we are getting better every day, but our objective is to finish."
The evening practice was the same as the morning session as no new installs. Stubbs said today's practice will go over what has been taught in camp so far as he want his players fresh and mentally ready for the scrimmage.
"I thought (the evening practice) went well and we have some guys fighting the heat, so we shortened the practice a bit. This is the most we are going to install so (today) there will be nothing new put in. We want their confidence going and mentally ready," Stubbs said. "We want to freshen them up a bit, but we want them to work. We will hard (today), but then all they will have is meetings after that. The scrimmage isn't as hard as practice and other than a few positions, guys might play only 20-25 snaps, but those 25 snaps have to be spot on, and it should be fun."
FIGARO RETURns
After missing Wednesday's practice due to a lower back strain, starting quarterback Tuskani Figaro returned to practice on Thursday on a limited basis.
Figaro did wear full pads and participated in some drills.
"He was still a little tight, but he was better," Stubbs said.
Figaro did participate more in the evening practice and wasn't as stiff as he was in the morning practice.
While Figaro returned, starting running back Michael Henry missed practice due to heat related problems. Stubbs said the Henry will not participate in Saturday's scrimmage.
Also missing practice was defensive back Cole Spear (broken foot), offensive lineman Jared Breaux and defensive lineman Tyler Johnson.
In the evening session, wide receivers Demon Bolt and Darryl Watson II and defensive back Joe Dullary all missed practice due to heat-related issue.
Nicholls hasn't released it yet, but the Colonels have signed offensive tackle James Sherrill from Dean (Mass.) College. Sherrill (6-foot-5, 315 pounds) visited Nicholls on the first day of fall camp and has completed his two-year degree.
Stubbs said Sherrill should arrive next week.
In the one-on-one red-zone drills, wide receiver Kyron King battled Dewey on a fade route and caught the ball at its highest point. With King and Dewey both falling down, King was able tapped the point of his shoe inches inside the sideline.
Dewey protested the catch, but King went right to the spot and showed Dewey the impression he made on the turf for a touchdown.
After Saturday's scrimmage there will be Tillou's Maniac Youth Clinic for ages 7-12 starting at 10:30 a.m. at Guidry Stadium. The team will have a special teams practice at 7:10 p.m. Saturday night. After a day off on Sunday, the Colonels return to practice in full pads at 9 a.m. on Monday.
Reader comments posted to this article may be published in our print edition. All rights reserved. This copyrighted material may not be re-published without permission. Links are encouraged.