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Standley Middle School

Public | 6-8 | 1256 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2013:
Based on 7 ratings
2012:
Based on 7 ratings
2011:
Based on 6 ratings
2010:
Based on 2 ratings

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Parent involvement

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50 reviews of this school


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Posted August 20, 2010

I just finished my first year at Standley, and I am very pleased with how the year went. The teachers are outstanding: challenging but offer lots of help when you need it. I was in the GATE program and learned a lot throughout the year. Highlights were English, in which I learned many things and also did nice projects. I also enjoyed having PE every day. The coaches were supportive and challenged you to always push harder, but never forced you to do anything completely against your abilities. I made a lot of new friends, although the behavior of some kids could be better. I am overall very happy with my first year at Standley and can't wait to start again!


Posted March 18, 2010

best school ever. the band has been an award winning band for almost 10 years and the teachers are phenominal.
—Submitted by a student


Posted July 4, 2009

There are a lot of racism in this school. Especially its very difficult to meet the principal as a foreign parent. The assisstance of principal is very rude and disrespectful. When asian parents spoke to her, she never tries to listen. Most of the teachers are good.
—Submitted by a parent


Posted June 30, 2009

I've been to this school for all three years and I have definitely learned a lot. The Seminar, Cluster, and GATE programs are the best opportunities. The advanced classes were tough, but they really shaped the students for high school. The teachers open up time in their schedules for before and after school tutoring. The teachers are very helpful in all of the subjects. Standley has an outstanding Band and Orchestra program. We play very good music and get to play in competitions and special parks, like Disney Land and Six Flags Magic Mountain.
—Submitted by a student


Posted January 21, 2009

This is my daughters last year at Standley and we couldn't be happier with the seminar program she has been fortunate enough to benefit from. The teachers are exceptional, varied and all bring something to the table at about the right time. The homework load is hefty but seldom busy work. The kids that are attracted to this program are amazing. No school is perfect nor are teachers but I think Standley has the best of the best as far as seminar teachers go, not to mention their music program which compares to none. The P.E. teachers are great as well. Science is weak with the exception of Mr Pearson, he is in a league of his own. Overall, great seminar experience!!!
—Submitted by a parent


Posted September 18, 2008

My dtr is starting her 3rd year at Standley. I struggled all last year to communicate with her teachers and one of the two counselors at the school, with little effect. I think the teachers are, by and large, excellent and quite committed but the school culture is so very traditional. A small group of very vocal parents seem to be the only input that the administration seeks, resulting in highly performing kids receiving the bulk of the attention and resources at the school. If your child doesn't test well into the GATE program, forget any individual or specialized instruction and prepare for 'teaching to the test. Prepare to provide your own enrichment program at home.
—Submitted by paula g, a parent


Posted August 4, 2008

I am sorry to say but this school could do so much better. First my child is very smart and they put him in all the lower classes...He also told me that in his English class he has learned nothing! Then the extra-curricular classes/sports are very poor. There is barely any sports in this school. I look at other schools and they have sports but his school has barely over 5 sports. Overall i rate this school a 4 out of 10...
—Submitted by a parent


Posted July 5, 2008

Could not be happier with the overall program at Standley. Have one child fully prepared to move on to high school after three years at Standley. Second child has completed one year and is very happy and doing well. Principal Higa is highly visible, always out and about on campus speaking with parents and students. He has intitiated activities during the lunch break to keep students from getting into mischief. Only dislike would be the overly competative parents and parents who do not hold their children to the school rules (uniforms).
—Submitted by a parent


Posted June 14, 2008

I go to Standley Middle and love it! All the teachers are nice, you get a lot of freedom to choose things, and the events we do are very fun. Also with uniforms it's easier to choose what you wear in the morning and it's easier at school because you can't be critized for what you are wearing.
—Submitted by a student


Posted June 10, 2008

i go there all the teachers are nice and you get to learn a lot. at first it seems like the teachers just don't want you to stop working but that is the point you learn to manage your time as well.
—Submitted by a student


Posted March 27, 2008

Horrible school. The leadership is very antiquated and wants to run the school like an ant farm. No skills in behavior modification at all. Just horrible, I have removed my child from the school.
—Submitted by a parent


Posted March 5, 2008

If you don't have a child who is in the GATE program, you are denied access to the GATE classes, which is not true at many other schools. It is a very frustrating experience for parents who have high achieving or highly motivately children. Or for any parent who would like to see their child getting the best education possible. They are denied access to the very classes that they need. It tends to perpetuate elistist attitudes. The music program is excellent.
—Submitted by a parent


Posted February 2, 2008

It is a horrible school!
—Submitted by a parent


Posted October 26, 2007

It's a good school just I don't think there is enough extra curricular activities. I think there should be more like football, tennis,and more sports like that which they don't have. I also don't like that they put me in all the low classes. They are all so easy,but fun! I also don't like in P.E. I had a swollen ankle and my teacher didn't even notice me limping.
—Submitted by a student


Posted September 26, 2007

I agree with most of the parents when it concerns about communication. So hard to get in touch with them if you have concerns and want to discuss with them. They should also be a little more strict about the uniform (they just started wearing it this year).
—Submitted by a parent


Posted September 26, 2007

I am new to the school (6-th grade) and my child has been enjoying it very much so far. He has gotten a new English teacher for the cluster program and likes her although I am unsure about it as it is only 3 weeks into school year.Apparently 2 other male teachers for GATE English are excellent.Math is also great as it offers different levels to accomodate higher and lower achieving students. I don't like uniform policy but I am supporting it as long as school does something about not allowing baggy pants and shirts up to mid thighs on campus.Uniform policy is definitelly too lax and defeats it's own purpose.
—Submitted by a parent


Posted July 4, 2007

I think standley is a good school, the teachers are willing to help me when I need them. Sometimes they can be a little harsh. I will remeber my language arts teacher, Mr.Weedmark the rest of my life, he really influnced me -Jack Wang
—Submitted by a student


Posted February 15, 2007

My daughter attended Montessori school for 9 years before starting Standley in 7Th grade. I was unsure if she would be challenged academically and have been surprised at how challenging the work is in Math, Science, English and History.The girls basketball team at Standley has kept her busy after school with practice 3 days a week and games on Sunday. The band program is very good which allows her to continue her music appreciation. The parent group has been very active throughout the year. We think Standley is top notch.
—Submitted by Pamela, a parent


Posted September 20, 2006

My son has completed his 2nd. week of 6th grade and he loves it because he is engaged by all his teachers at Standley. This school has brought out the best in him and he wants to do well here. This school posts homework on their website which is very important. He is so happy and is learning so much. Plus the teachers have a sense of humor that delights the children. Principal Higo is a very dedicated, sensitive and is extremely polite. He treats students and everyone with respect and I appreciate that so does my son. Melissa Barling
—Submitted by Melissa Barling, a parent


Posted April 24, 2006

I like the academic curriculum and teacher involvement mostly available to the students. I am alos fortunate that I took the time to research as much as possible about the school before allowing my child to attend. I would recomment this school to any parent.
—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

+29

API Statewide Rank
(2011)

9 / 10

API Similar Schools Rank (2011)

3 / 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

+29

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)

9 / 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)

3 / 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 59% in 2012.

364 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
82%

2010

 
 
77%

2009

 
 
66%
Math

The state average for Math was 55% in 2012.

369 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
85%

2010

 
 
71%

2009

 
 
62%
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

Algebra I

The state average for Algebra I was 86% in 2012.

72 students were tested at this school in 2012.

2012

 
 
98%

2011

 
 
95%

2010

 
 
100%

2009

 
 
97%
English Language Arts

The state average for English Language Arts was 62% in 2012.

297 students were tested at this school in 2012.

2012

 
 
81%

2011

 
 
83%

2010

 
 
70%

2009

 
 
71%
Math

The state average for Math was 52% in 2012.

224 students were tested at this school in 2012.

2012

 
 
75%

2011

 
 
75%

2010

 
 
63%

2009

 
 
58%
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

Algebra I

The state average for Algebra I was 49% in 2012.

210 students were tested at this school in 2012.

2012

 
 
76%

2011

 
 
53%

2010

 
 
57%

2009

 
 
55%
English Language Arts

The state average for English Language Arts was 59% in 2012.

336 students were tested at this school in 2012.

2012

 
 
83%

2011

 
 
72%

2010

 
 
72%

2009

 
 
65%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.

51 students were tested at this school in 2012.

2012

 
 
29%

2011

 
 
23%

2010

 
 
18%

2009

 
 
16%
Geometry

The state average for Geometry was 87% in 2012.

73 students were tested at this school in 2012.

2012

 
 
98%

2011

 
 
100%

2010

 
 
98%

2009

 
 
98%
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.

338 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
67%

2010

 
 
59%

2009

 
 
55%
Science

The state average for Science was 66% in 2012.

335 students were tested at this school in 2012.

2012

 
 
88%

2011

 
 
78%

2010

 
 
77%

2009

 
 
67%
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 Students80%
Females87%
Males73%
African American73%
Asian82%
Filipino73%
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged56%
Non-economically disadvantaged88%
Students with disability35%
Students with no reported disability82%
English learner21%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduaten/a
Parent education - high school graduate60%
Parent education - some college (includes AA degree)68%
Parent education - college graduate87%
Parent education - graduate school/post graduate87%
Parent education - declined to staten/a

Math

All Students84%
Females89%
Males81%
African American73%
Asian100%
Filipino82%
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged68%
Non-economically disadvantaged91%
Students with disability48%
Students with no reported disability87%
English learner62%
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduate57%
Parent education - some college (includes AA degree)74%
Parent education - college graduate91%
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

Algebra I

All Students98%
Females93%
Males100%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)95%
Economically disadvantagedn/a
Non-economically disadvantaged97%
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only97%
Migrant educationn/a
Gifted and talented98%
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 graduate100%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

English Language Arts

All Students81%
Females85%
Males78%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged62%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability81%
English learner15%
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate46%
Parent education - high school graduate60%
Parent education - some college (includes AA degree)79%
Parent education - college graduate91%
Parent education - graduate school/post graduate88%
Parent education - declined to state82%

Math

All Students75%
Females79%
Males72%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged65%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability76%
English learner50%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate46%
Parent education - high school graduate63%
Parent education - some college (includes AA degree)68%
Parent education - college graduate84%
Parent education - graduate school/post graduate84%
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

Algebra I

All Students76%
Females80%
Males71%
African Americann/a
Asian81%
Filipino92%
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged75%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented81%
Parent education - not a high school graduaten/a
Parent education - high school graduate76%
Parent education - some college (includes AA degree)73%
Parent education - college graduate83%
Parent education - graduate school/post graduate73%
Parent education - declined to staten/a

English Language Arts

All Students83%
Females84%
Males82%
African Americann/a
Asian86%
Filipino93%
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged65%
Non-economically disadvantaged91%
Students with disability50%
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate60%
Parent education - high school graduate76%
Parent education - some college (includes AA degree)81%
Parent education - college graduate81%
Parent education - graduate school/post graduate92%
Parent education - declined to state55%

General Mathematics (Grades 6 & 7 Standards)

All Students29%
Females19%
Males40%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)13%
Economically disadvantaged33%
Non-economically disadvantaged22%
Students with disabilityn/a
Students with no reported disability34%
English learnern/a
Fluent-English proficient and English only30%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)38%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students98%
Females97%
Males98%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)98%
Economically disadvantagedn/a
Non-economically disadvantaged98%
Students with no reported disability99%
Fluent-English proficient and English only97%
Gifted and talented98%
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 graduate100%
Parent education - graduate school/post graduate98%
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students84%
Females80%
Males87%
African Americann/a
Asian90%
Filipino100%
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged69%
Non-economically disadvantaged90%
Students with disability47%
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate67%
Parent education - high school graduate65%
Parent education - some college (includes AA degree)84%
Parent education - college graduate87%
Parent education - graduate school/post graduate90%
Parent education - declined to state67%

Science

All Students88%
Females86%
Males91%
African Americann/a
Asian97%
Filipino100%
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged78%
Non-economically disadvantaged93%
Students with disability50%
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate60%
Parent education - high school graduate76%
Parent education - some college (includes AA degree)84%
Parent education - college graduate90%
Parent education - graduate school/post graduate96%
Parent education - declined to state82%
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 44% 27%
Hispanic 30% 51%
Asian 17% 11%
Two or more races 5% 3%
Black 4% 7%
American Indian/Alaska Native 0% 1%
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 142%N/A54%
English language learners 215%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 66% 85%
Korean 14% 1%
All other non-English languages 3% 1%
Arabic 2% 1%
Filipino (Pilipino or Tagalog) 2% 1%
Italian 2% 0%
Japanese 2% 0%
Mandarin (Putonghua) 2% 1%
Cantonese 1% 2%
Farsi (Persian) 1% 0%
French 1% 0%
Hebrew 1% 0%
Khmer (Cambodian) 1% 0%
Portuguese 1% 0%
Russian 1% 0%
Somali 1% 0%
Vietnamese 1% 2%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 15N/A11
Average years teaching 15N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 98%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009

School basics

School Leader's name
  • Heidi Eastcott
Fax number
  • (858) 546-7627

Resources

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

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6298 Radcliffe Drive
San Diego, CA 92122
Website: Click here
Phone: (858) 455-0550

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