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GreatSchools Rating

Maple Elementary School

Public | K-6

 

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Living in Hesperia

Situated in a suburban neighborhood. The median home value is $96,300. The average monthly rent for a 2 bedroom apartment is $960.

Source: Sperling's Best Places
 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 1 rating
2012:
Based on 4 ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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17 reviews of this school


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Posted August 25, 2013

Maple is a friendly school. Teachers and parents alike are willing to help everyone. They have a parent's center that parents can go to learn English. I enjoy being at the school.
—Submitted by a teacher


Posted August 12, 2012

This past year was my daughter's first year at Maple and she had a great year! Her teacher did an excellent job of teaching her and preparing her for testing. She made lots of great friends, and she and I both noticed that the students here are more respectful (at her old school - still in high desert - many of the students swore a LOT, and blatantly in front of adults). My daughter has commented on how caring the staff is, from the ladies in the front office, to Cecile, one of the lunch proctors (the kids love her!).
—Submitted by a parent


Posted June 13, 2012

My grandson has been at Maple School since kindergarten and he loves the school. The teachers are very good they know how to interact with the kids and teach them so they can retain the information. Thank you Mrs. Martin!!!!!!
—Submitted by a parent


Posted January 31, 2012

My children have all attended Maple, the first one started back in 2005. I really love the school. They offer after school activities for all age groups, after school help for the kids who need it. The teachers go above and beyond when it comes to each and every student. The ladies in the front office always greet you with a smile, the proctors try very hard to learn each child by name. While I have only experienced a few minor problems over the years, the principal has worked hard and quickly to resolve any issues my children have had. While we have moved over the years, I have always tried to keep my boundries within Maple school. I have friends and family who have had their children attend other schools in the HUSD district, but Maple seems to constantly outshine. The only thing that could be improved on would be parent involvement, but that has nothing to do with the students or the school itself. If your looking for a school for your kids in Hesperia, I recommend this school.
—Submitted by a parent


Posted January 5, 2012

I went to school here since kindergarten my teacher was Mrs/Ms. Roads or Rose i dont recall. I went to Maple kinder-6th grade I'm now a Junior in highschool ...I sure do miss this great place. Especially the old lunch lady Cathy <3


Posted November 19, 2009

Maple is an awesome school. The administrators have worked very hard, along with the teachers to teach the students to the best of their abilities. Thank you for the after-school programs you offer. They have helped my son so much. More parents should get involved at Maple. By being involved with the school you learn how much everyone at the school tries to help children become the best students that they can be. People that talk negative about Maple I never see around school trying to help, they just like to say things that they know nothing about!
—Submitted by a parent


Posted October 12, 2009

Because they do everything they can do for the child .. And the teachers are great with the students...
—Submitted by a parent


Posted October 12, 2009

The school is helping to build character and discipline at an early age.
—Submitted by a parent


Posted September 22, 2009

I Have a son in kinder and is doing great thanks to his teacher Ms. Sloat
—Submitted by a parent


Posted July 29, 2009

maple elementry has alot to be desired. the staff, all, are very rude and disrepectful to students. students need encouragement the staff treats parents in a dementing manner. as for the principal,, mere words should not be spoken.
—Submitted by a parent


Posted July 25, 2009

I love the teachers they are great at what they do. but the principal does not allow,halloween dress up or anything of that kind my daughter went to a school that was 50 years old and looked great but what I'm getting at is that the hart of the shcool is the principal, and the amount of money they make he should understand certain things like we are just human not perfect like him! I would like to find a different school for my daughter to help her grow. The principal is rude!!
—Submitted by a parent


Posted September 2, 2008

What a great school. Everyone is very helpful. The principal has worked hard at turning the school around. It is nice to see people that honestly look like they enjoying doing their job. Pride shines throughout the school. i have never been to a cleaner school before. It is hard to imagine that it is over twenty years old.
—Submitted by a parent


Posted January 29, 2008

Well as parent of three children that attend maple I can also say I like the programs they provide and we like the school very much.
—Submitted by a parent


Posted January 16, 2008

the school is great but i want to see a year book
—Submitted by a student


Posted September 20, 2006

As a parent of a child that attends Maple I can say that the programs are top notch and my child has grown academically every year he has been there. The office ladies as well as the Principal and Assistant Principal have always been very supportive. I have had to speak to the assistant principal regarding a problem before and it was handled professionally. I do wish that more parents would actively participate at Maple.
—Submitted by a parent


Posted September 8, 2006

Both of my older children attended Maple, as I did myself. Though my current 9th grader did well there, I felt the need to move my daughter to another school with the change of pricipal. Many of the staff have also left and some of the past programs that I enjoyed have been cut. My daughter reported having PE only on rare occasions and the overall atmosphere no longer is welcoming. I hope in the future this school will improve but cannot recommend this school, not will my younger child attend.
—Submitted by a parent


Posted May 9, 2006

Maple is an excellent school for a child starting Kindergarten. My son has learned many valuable lessons there and I am proud to be part of the Maple family
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

757

Change from
2012 to 2013

-37

API Statewide Rank
(2012)

4 / 10

API Similar Schools Rank (2012)

9 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school did not meet its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

757

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-37

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

4 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

9 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

92 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
51%

2011

 
 
58%

2010

 
 
42%
Math

The state average for Math was 65% in 2013.

92 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
63%

2011

 
 
62%

2010

 
 
59%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

88 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
18%

2011

 
 
25%

2010

 
 
31%
Math

The state average for Math was 66% in 2013.

88 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
48%

2011

 
 
42%

2010

 
 
53%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

83 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
49%

2011

 
 
55%

2010

 
 
58%
Math

The state average for Math was 72% in 2013.

83 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
62%

2011

 
 
69%

2010

 
 
66%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

85 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
43%

2011

 
 
52%

2010

 
 
48%
Math

The state average for Math was 65% in 2013.

87 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
78%

2011

 
 
65%

2010

 
 
49%
Science

The state average for Science was 57% in 2013.

87 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
50%

2011

 
 
58%

2010

 
 
52%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

103 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
45%

2011

 
 
48%

2010

 
 
56%
Math

The state average for Math was 55% in 2013.

103 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
53%

2011

 
 
51%

2010

 
 
59%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

All Students46%
Females48%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged45%
Non-economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability48%
English learner54%
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate46%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)64%
Parent education - college graduate18%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students48%
Females52%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)43%
Economically disadvantaged54%
Non-economically disadvantaged20%
Students with disabilityn/a
Students with no reported disability51%
English learner54%
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate54%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)72%
Parent education - college graduate18%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students25%
Females31%
Males20%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)41%
Economically disadvantaged19%
Non-economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability27%
English learner10%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate15%
Parent education - high school graduate13%
Parent education - some college (includes AA degree)39%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students46%
Females55%
Males39%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged42%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability49%
English learner30%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate35%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)65%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students45%
Females43%
Males48%
African American42%
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged43%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability46%
English learner41%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate39%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)58%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students62%
Females51%
Males72%
African American50%
Asiann/a
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged61%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability63%
English learner73%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate64%
Parent education - some college (includes AA degree)63%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students35%
Females36%
Males35%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)39%
Economically disadvantaged36%
Non-economically disadvantaged36%
Students with disabilityn/a
Students with no reported disability36%
English learner17%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talented64%
Parent education - not a high school graduate27%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)50%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students50%
Females51%
Males48%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged49%
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability52%
English learner46%
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate53%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)46%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students44%
Females38%
Males48%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged43%
Non-economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability46%
English learner33%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate40%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)54%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students41%
Females53%
Males29%
African American20%
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged36%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability43%
English learner11%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate33%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)42%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students44%
Females51%
Males37%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged37%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability46%
English learner37%
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate43%
Parent education - high school graduate27%
Parent education - some college (includes AA degree)55%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Hispanic 65% 52%
White 24% 26%
Black 8% 6%
Two or more races 2% 3%
American Indian/Alaska Native 0% 1%
Asian or Asian/Pacific Islander 0% 11%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 51%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 21%N/AN/A
Source: CRDC, 2011-2012

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School basics

School Leader's name
  • Jennifer Adams
Fax number
  • (760) 244-0337

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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10616 Maple Street
Hesperia, CA 92345
Phone: (760) 244-3096

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