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GreatSchools Rating

Sunnyslope Elementary School

Public | K-6

 

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Living in Hollister

Situated in a small town neighborhood. The median home value is $245,000. The average monthly rent for a 2 bedroom apartment is $1,430.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

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

Teacher quality

Principal leadership

Parent involvement

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11 reviews of this school


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Posted September 18, 2013

The Principal and staff are very hands on with the kids. They know the children by name and parental involvement is a key factor in this schools success. The school's faculty is well versed in how to teach all kinds of students, not just the perfect student. They encourage parental involvement in the child's learning process. The teachers communicate will with parents regarding their children's achievement's as well as area's they thinks the child needs a little extra attention.
—Submitted by a parent


Posted August 13, 2013

The school has it variety of teachers according to what I hear from diffenrent parents. I do like that they all care about their students especially the teacher our kid has. She is even willing to volunteer her time after school without pay to help those kids that are stuggling and behind the rest of the class. I give this school base on this one teacher a 5 star. Overall a 4 star.
—Submitted by a parent


Posted April 30, 2013

My child has been attending Sunnyslope for 2 years and now it's time to transfer him to another school. The staff look bored and annoyed the principal has poor communication and so do some teachers. His Kindergarten teacher was great but this year his first grade teacher can't handle him or the other children. When you work on the a green card system and you have to give the entire classroom red cards then I think their might be another problem. I have been a preschool teacher for 7 years and never have I had to redirect my whole class for misbehaving. I have also picked up my son and listened to him talk about bullies. One day he even hide from his after school teacher because he said another boy was chasing him and telling him that he was going to beat him up. I send my child to school to be educated not bullied. My son is very smart and has scored in the 90% percentile for all state tests and is very bored at this school.
—Submitted by a parent


Posted April 25, 2013

I have had my children in four different schools since they have been of school age.. I have NEVER dealt with such a sour staff.. I have yet to see ONE person in the office smile or direct any attention to you AT ALL.. I placed a call to the principal twice and never received a call back. In watching the principal, I have noticed that he tends to spend most of his time talking to the parents whose children participate in the city sports. ( As he does himself.) It is his JOB to be the liaison between the parents and the teacher.. He does not do a very good job at that. Time to stop trying to be in with the cool kids and talk to everyone Mr. principal. Office people, try slapping a smile on your face every now and again, I don't really care if you hate you job, you chose it, so stop making everyone else DREAD going in there. The cafeteria REALLY needs to work on their policies, I have heard of several children being sent to the office for no lunch money. State law requires you feed the child. Period. deal with the parents, don't send kids to the office for things they have no control over. The only good thing I can say about that school, is Mr. Lange is an EXCELLENT teacher.!
—Submitted by a parent


Posted April 20, 2010

I believe if you work in schools you should enjoy working with kids not just work for the money. Some Of the people that work in this school are just not fit for the role to inspire , teach And most of all make our children feel safe.
—Submitted by a parent


Posted April 18, 2009

I have been teaching at Sunnyslope School for 35 years. In those years, I have seen many principals and teachers come and go. All of the teachers that I have known have been hard working and dedicated to their students needs. Teachers are always learning and trying new and better teaching and methods. I have always worked at Sunnyslope because of the dedicated staff. A goal for all teachers is to keep their students engaged and motivated to learn, especially during these difficult challenges in education today. Teachers who show respect to their students in and out of the classroom, in turn get respect from their students. I see this at Sunnyslope School. I have many fond memories of this school.
—Submitted by a teacher


Posted February 27, 2007

Instead of trying to bring ESL students to a higher level, the 'English as a native language' children are being left behind. This in turn causes the children to act out because they are BORED. The teachers, principal and vice-principal are more concerned about covering themselves rather than making sure the children are safe. I have witnessed that the older kids, those in grades higher than kindergarten, are not very well watched over, making it easy for them to harass the younger kids with no one even noticing.
—Submitted by a parent


Posted August 30, 2006

All three of my kids went to SunnySlope, 2 still do. For the most part the teachers are great, always a few exceptions and a parent should know who they are and avoid them. The Principal and office staff are involved and proactively improving the school. More parent involvement in the students learning experience is always key. In last 6 years I have seen the school do better to handle it's problems and raise the bar for learning in their students. The School is definitely on the right track, but still has room for improvement. I am much happier with my kids in this school than I will be with the other schools in the community. My kids always felt safe and enjoyed their time in this school.
—Submitted by a parent


Posted November 8, 2005

My two kids go here and I have always been happy with the teachers. Once they get to 4th grade the schools get bigger. More parent help is needed.
—Submitted by a parent


Posted August 9, 2005

I remained a very involved parent while my son attended this school. More parents need to be involved in some way. Not all involvement means working in the class room. Just getting to know the teachers, visiting the class for 10 to 20 minutes once a week was very important to my child. It also helped the teachers because they knew I was concerned about my child. They knew they could call me or contact me about any issue. My child also knew that at any time I might be there. There needs to be more extracurricular activities.
—Submitted by a parent


Posted March 21, 2005

Academically speaking, I don't think there is enough of a challenge for those children that need it. Too much time is spent on trying to control the kids in the classroom which equates to lost time for actual learning. Bad language is rampant and the consequences aren't severe enough to deter the bad behavior. The children don't treat their peers or the teachers with respect. The teachers can make or break the learning experience!
—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

747

Change from
2012 to 2013

0

API Statewide Rank
(2012)

2 / 10

API Similar Schools Rank (2012)

2 / 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

747

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

0

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)

2 / 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)

2 / 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.

118 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
47%

2011

 
 
50%

2010

 
 
42%
Math

The state average for Math was 65% in 2013.

118 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
63%

2011

 
 
70%

2010

 
 
62%
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.

81 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
46%

2011

 
 
30%

2010

 
 
43%
Math

The state average for Math was 66% in 2013.

79 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
74%

2011

 
 
51%

2010

 
 
67%
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.

82 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
41%

2011

 
 
55%

2010

 
 
60%
Math

The state average for Math was 72% in 2013.

83 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
55%

2011

 
 
64%

2010

 
 
67%
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.

93 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
47%

2011

 
 
49%

2010

 
 
38%
Math

The state average for Math was 65% in 2013.

94 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
39%

2011

 
 
42%

2010

 
 
33%
Science

The state average for Science was 57% in 2013.

93 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
38%

2011

 
 
42%

2010

 
 
31%
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.

115 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
44%

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 55% in 2013.

115 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
32%

2011

 
 
n/a

2010

 
 
n/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.

Source: California Department of Education

English Language Arts

All Students57%
Females56%
Males58%
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)58%
Economically disadvantaged53%
Non-economically disadvantaged69%
Students with disability25%
Students with no reported disability60%
English learner55%
Fluent-English proficient and English only58%
Migrant education57%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate51%
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

Math

All Students62%
Females57%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged62%
Non-economically disadvantaged62%
Students with disability42%
Students with no reported disability64%
English learner61%
Fluent-English proficient and English only62%
Migrant education79%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)70%
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 Students43%
Females49%
Males40%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged39%
Non-economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability44%
English learner31%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate38%
Parent education - some college (includes AA degree)50%
Parent education - college graduate36%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students76%
Females78%
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged65%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability78%
English learner73%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate76%
Parent education - some college (includes AA degree)73%
Parent education - college graduate82%
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 Students50%
Females60%
Males40%
African Americann/a
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)67%
Economically disadvantaged47%
Non-economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability51%
English learner34%
Fluent-English proficient and English only58%
Migrant education56%
Gifted and talented94%
Parent education - not a high school graduate36%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)59%
Parent education - college graduate63%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students67%
Females67%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged63%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability71%
English learner55%
Fluent-English proficient and English only72%
Migrant education56%
Gifted and talented94%
Parent education - not a high school graduate55%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)74%
Parent education - college graduate75%
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 Students30%
Females33%
Males27%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)33%
Economically disadvantaged28%
Non-economically disadvantaged36%
Students with disabilityn/a
Students with no reported disability34%
English learner17%
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talented69%
Parent education - not a high school graduate8%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)23%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students41%
Females38%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged38%
Non-economically disadvantaged52%
Students with disabilityn/a
Students with no reported disability46%
English learner16%
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate29%
Parent education - high school graduate39%
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 Students28%
Females19%
Males35%
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)47%
Economically disadvantaged23%
Non-economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability31%
English learner13%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talented69%
Parent education - not a high school graduate8%
Parent education - high school graduate27%
Parent education - some college (includes AA degree)34%
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%
Females50%
Males40%
African Americann/a
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)72%
Economically disadvantaged39%
Non-economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability45%
English learner9%
Fluent-English proficient and English only54%
Migrant education33%
Gifted and talented92%
Parent education - not a high school graduate45%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)39%
Parent education - college graduate86%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students28%
Females22%
Males33%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged19%
Non-economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability28%
English learner9%
Fluent-English proficient and English only33%
Migrant education27%
Gifted and talented72%
Parent education - not a high school graduate14%
Parent education - high school graduate18%
Parent education - some college (includes AA degree)33%
Parent education - college graduate62%
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
Hispanic 79%
White 17%
American Indian/Alaska Native 1%
Asian 1%
Black 0%

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 70%N/AN/A
English language learners 39%N/AN/A

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: CRDC, 2011-2012

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School basics

School Leader's name
  • Bill Sachau
Fax number
  • (831) 634-4920

Resources

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

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1475 Memorial Drive
Hollister, CA 95023
Phone: (831) 636-4420

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