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Daves Avenue Elementary School

Public | K-5 | 535 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2013:
Based on 1 rating
2012:
Based on 1 rating
2011:
Based on 5 ratings
2010:
Based on 4 ratings

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16 reviews of this school


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Posted April 11, 2013

As an educator and a long-time Los Gatos parent, I concur that this school is seriously lacking--and even more so this year than in the past. A second grade teacher who deems Spelling to be optional--and sends it home for parents to teach. An entire school district that shuns the traditional format of math computation in lieu of a new system being touted by an east coast university (parents refer to it as fuzzy math). We have 5th graders who can't do long division--luckily I can, so again I teach math--in addition to spelling. Administratively, the new principal lacks any ability to step up when a problem arises. But he's worse than ineffective, he appears to foster a sense of entitlement in the teachers--not at all what we need in the current system of teacher tenure that makes it difficult--if not impossible to fire a teacher with tenure. I concur that Daves used to be the premier school in the Los Gatos district, but that is no longer the case. In fact, with the new principal at the helm, Daves now ranks at the very bottom.


Posted November 15, 2012

I have to say that I am deeply disappointed with the school, teachers and curriculum this year. The principal is a recent hire, so he can't institute any new initiatives, which Daves desperately needs. First off, the school has to step up its curriculum. It's agonizingly slow, which is making my once eager-to-learn son very bored. Second, the teachers seem uninspired and lazy. My son only gets math homework once, sometimes twice per week in his second grade class. He is assigned to read 20 minutes per day, which he already does on his own, but he gets no writing assignments or practice spelling tests to take home. This minimal approach not only puts the whole student body at a disadvantage, because the neighboring schools are doing much better academically, but it also discourages good study habits. On a more positive note, the school is beautiful and it's in a lovely area. It's also a pretty wealthy area, which means there's plenty of snobbery, which carries down to their kids. All in all, I'm giving this school a thumbs DOWN.
—Submitted by a parent


Posted December 7, 2011

As the last reviewer said, " It takes a supportive parent to make a good experience for a child great. " Well, I am a 100% supportive parent and sometimes that is not enough when your teacher is not properly providing positive reinforcement and help. My son who couldn't wait to come home and do his homework last year turned into an angry boy who would get upset any time I mentioned homework. It turns out his teacher in 2nd grade is yelling at the children and even told them to "shut up". I have witnessed the yelling and frustration myself on days I help out. At this point the year is completely overshadowing the wonderful 1st and Kindergarten teacher experiences that we had. I believe this school is beautiful and most of the teachers are fantastic. This two star is for the lack of response to getting a bad apple out of the bunch.
—Submitted by a parent


Posted November 23, 2011

Reading the last three reviews, it seems possible all are absolutely true. The most recent post, 11/11, states the teacher "everybody seems to be talking about" did a good job for her kids, who have since moved on to high school. That means the perspective is 6-9 yrs old. The two 8/11 posts are based on last year. Good teachers become bad teachers. Young teachers become old teachers. There has been a significant decline in the education delivered in recent years, friends commenting their younger one not getting the same as their older ones did just a few years ago. Even with the same teacher. The moral of the teachers seems to decline, and a few of the best ones have left. So far this year is better than last, but we're considering private school as we watch our kids get bored and fall behind, saying nothing is hard and material is covered very slowly. The principal wants to make is a no-stress school, but the stress will come when these parents and children realize they lost 3 yrs of educational progress compared to their peers at the other public schools, and maybe more when compared to private. No homework, no study skills. How is that going to work in middle school?
—Submitted by a parent


Posted November 3, 2011

I totally disagree with the parents who have posted here. i loved my experience with the teacher that everyone seems to be talking about.. My kids got a great education here and as they moved to high school they did better than the kids who went to other schools and they stayed out of trouble. It takes a supportive parent to make a good experience for a child great.
—Submitted by a parent


Posted August 22, 2011

Beautiful school but problems. Most of my daughter's friends left Daves to attend private school after a horrible 2010-11 third grade year. With few exceptions, third grade is weak here. At the beginning of my daughter's third grade year, all of the teachers echoed, we will not do timed multiplication test (fuzzy math instead) homework will not be corrected and thirty minutes a day she would have independent reading of any book of choice. Parents made frequent visits to principal complaining about academics and discipline issues. Some parents made complaints to superintendent after realizing their child was behind Blossom and Van Meter 3rd grade. The solution to the problem, excellent example for the need to reform tenure policy, the principal swapped a target problem teacher to 2nd grade with a strong 2nd grade teacher to 3rd. Favoritism is big here, 2011-12 class roster has many H&SC "big wigs" and the children of Daves teachers in the strong teacher's class. Job share another issue here, my daughter had this experience of lack of consistency between two teaching & discipline styles of the two teachers. After spending $$ for tutors last year, my preschooler will go to private
—Submitted by a parent


Posted February 25, 2011

Looking at the qualities of a great school, Daves does not completely fit the bill. Yes there are some good teachers but I believe the leadership in the school squashes any chance of those teachers shinning to their full potential. Further, the school is dealing with a literacy issue and therefore they are spending a great deal of time teaching to the results of last years data. There isn't a challenging environment but an average to low, so don't worry if you are afraid of stressing your child with too much work or you have many after school sports/activities. The school has problems getting volunteers but there is a group of the same busy worker bees, so it's only apparent if you become one of the always called on worker bees. There is a great amount of bullying, one the many reasons why we took our sons out of this school. Punching, hitting and black eyes to name a few. Notice that there are no recent comments on this site but you will find recent post for the other schools in this district.
—Submitted by a parent


Posted October 3, 2009

Did a great job of emotional support when I had to enroll my granddaughter at the school after the death of my daughter
—Submitted by a parent


Posted January 6, 2009

We need to think about how to retain highly educated and devoted teachers. Many teachers have been at Daves Avenue for years. How does the principal plan on retaining the highly qualified teachers (or not making them so sick that they have to retire) that you have? A superficial air and disrespect for the highly educated and underpaid caregiver is a fact. Good luck!
—Submitted by a parent


Posted January 5, 2009

3 out of 4 teachers have been great. The principal is not helpful. She's a politician. While I'm sure H&SC has some friendly people, it is not friendly to me. All about the tasks, not the people. I know 3 families who have left the area this month because of it's lack of community.
—Submitted by a parent


Posted December 4, 2008

I have to disagree with the early opinion of the Home and School Club. I am a new member to the club and was a little nervous not really knowing any of the other members. But I was welcomed in immediately and my thoughts were listened to as if I had been attending meetings for years. It is not easy doing the jobs these ladies do, but they do them for the kids, the school and the community and for that I am thankful. The H&SC is one of the many reasons I am glad my kids go to Dave's.
—Submitted by a parent


Posted May 8, 2008

he home and school club is an exclusive group for type A, uber-moms and so I'm trying to separate that from my overall review. We've had 2 exceptional teachers and 2 pretty good. The principal has been quick to help me when needed. The admin. isn't great, but is that really important? The school is new, beautiful.
—Submitted by a parent


Posted November 29, 2007

Fantastic teachers ... needs more structure on the paper side (a guideline for parents how the different envelopes work incl. homework. your child can miss out on things (e.g. homework) if you don't know the system
—Submitted by a parent


Posted June 12, 2006

The administrative assistant who answered the phone when I called to get information on how to go about viewing the campus was so rude. I asked what they reccomend I do to view the school since we were not in the area during the tour dates. She said 'We don't reccomend you do anything'. I asked if we could come by during school hours and she said'I guess'. This woman was so unwilling to be of any assistance or give even a hint of useful information. Needless to say Daves just went from number 1 on my list to the last.
—Submitted by a parent


Posted February 22, 2006

Great teachers, but the admin. staff leaves a bit to be desired.
—Submitted by a parent


Posted August 11, 2003

I have a little girl who is starting third grade this year and one more who will attend in 2005. And I couldnt be more happier with this schools performance. The teachers, parents and princapal are all perfect, I know that might be a bold statement but I have seen alot of schools in and around this valley and Daves stands in a class by itself. Other schools should follow there lead.
—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 2012.

This school's
API score

917

Change from
2011 to 2012

-1

API Statewide Rank
(2011)

10 / 10

API Similar Schools Rank (2011)

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 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 met all student subgroup API targets for 2012

This school's
API score

917

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
2011 to 2012

-1

Change from 2011 to 2012
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
(2011)

10 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

2 / 10

API Similar Schools Rank (2011)
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 58% in 2012.

86 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
77%

2010

 
 
70%

2009

 
 
80%
Math

The state average for Math was 64% in 2012.

86 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
73%

2010

 
 
80%

2009

 
 
90%
Scale: % proficient or advanced

About the tests


In 2011-2012 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.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 48% in 2012.

94 students were tested at this school in 2012.

2012

 
 
75%

2011

 
 
73%

2010

 
 
74%

2009

 
 
79%
Math

The state average for Math was 69% in 2012.

94 students were tested at this school in 2012.

2012

 
 
81%

2011

 
 
82%

2010

 
 
88%

2009

 
 
77%
Scale: % proficient or advanced

About the tests


In 2011-2012 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.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 67% in 2012.

91 students were tested at this school in 2012.

2012

 
 
89%

2011

 
 
94%

2010

 
 
93%

2009

 
 
92%
Math

The state average for Math was 71% in 2012.

91 students were tested at this school in 2012.

2012

 
 
71%

2011

 
 
78%

2010

 
 
78%

2009

 
 
85%
Scale: % proficient or advanced

About the tests


In 2011-2012 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.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 63% in 2012.

113 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
89%

2010

 
 
89%

2009

 
 
85%
Math

The state average for Math was 65% in 2012.

114 students were tested at this school in 2012.

2012

 
 
83%

2011

 
 
86%

2010

 
 
84%

2009

 
 
77%
Science

The state average for Science was 60% in 2012.

113 students were tested at this school in 2012.

2012

 
 
91%

2011

 
 
95%

2010

 
 
92%

2009

 
 
85%
Scale: % proficient or advanced

About the tests


In 2011-2012 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.

See California's state standards

Source: California Department of Education

English Language Arts

All Students84%
Females81%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantagedn/a
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate80%
Parent education - graduate school/post graduate87%
Parent education - declined to staten/a

Math

All Students86%
Females86%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantagedn/a
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate76%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 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.

See California's state standards

Source: California Department of Education

English Language Arts

All Students75%
Females75%
Males76%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantagedn/a
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate83%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

Math

All Students81%
Females82%
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantagedn/a
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate90%
Parent education - graduate school/post graduate82%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 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.

See California's state standards

Source: California Department of Education

English Language Arts

All Students89%
Females92%
Males87%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantagedn/a
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate88%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

Math

All Students71%
Females71%
Males72%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantagedn/a
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate59%
Parent education - graduate school/post graduate79%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 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.

See California's state standards

Source: California Department of Education

English Language Arts

All Students93%
Females93%
Males93%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)92%
Economically disadvantagedn/a
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate89%
Parent education - graduate school/post graduate98%
Parent education - declined to staten/a

Math

All Students83%
Females89%
Males78%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)82%
Economically disadvantagedn/a
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate82%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

Science

All Students91%
Females96%
Males86%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)91%
Economically disadvantagedn/a
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate89%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 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.

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
White 73% 27%
Asian 9% 11%
Hispanic 9% 51%
Two or more races 7% 3%
American Indian/Alaska Native 1% 1%
Black 1% 7%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 14%N/A54%
English language learners 24%N/A24%
Source: 1 NCES, 2010-2011
Source: 2 CA Dept. of Education, 2008-2009

Home languages of english learners

Language This school State average
Spanish 29% 85%
Farsi (Persian) 21% 0%
Mandarin (Putonghua) 21% 1%
Russian 8% 0%
Vietnamese 8% 2%
All other non-English languages 4% 1%
French 4% 0%
Korean 4% 1%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 21N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 10N/A11
Average years teaching 12N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009

School basics

School Leader's name
  • Susan von Felten
Fax number
  • (408) 395-6314

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School leaders can update this information here.

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17770 Daves Avenue
Los Gatos, CA 95030
Website: Click here
Phone: (408) 335-2200

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