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GreatSchools Rating

Vieja Valley Elementary School

Public | K-6

 
 

Living in Santa Barbara

Situated in a suburban neighborhood. The median home value is $742,500. The average monthly rent for a 2 bedroom apartment is $1,560.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 1 rating
2012:
Based on 1 rating
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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11 reviews of this school


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Posted March 16, 2014

As an active and involved parent with two kids at Vieja Valley, I have been very happy with the teachers, the parental involvement, the curriculum, and the diversity. This is in no way a "rich kids" school as one review states but a rather balanced school with a majority of middle class families and an otherwise healthy mix of low and high income families. I spend time in the classrooms weekly and have been very happy with the teachers' class management and attention paid to all students. I've had one interaction with the principal and she was very responsive and helped solve a student problem quickly and efficiently. The school offers computer, music, and art classes, a nice library, and beautiful grounds with large outdoor play areas. Both my kids and I are happy here.
—Submitted by a parent


Posted March 13, 2014

I am a single mom of 2 at this school. It used to be a top school in Santa Barbara with great teachers and staff. We have been so let down with the academics and now having to supplement with tutors and private art lessons. I hope this school turns around and changes up the divided staff but for now I am sadly choosing to leave schools for my boys. I've heard some of the teachers complain and are unhappy, but are unable to transfer schools. I would look at some other Santa Barbara schools that choose to challenge the above average child instead of focusing all their money and efforts on the ESL kids. The best thing about this school is the location and charm.
—Submitted by a parent


Posted January 3, 2013

This used to be a great school, but I have had some unsatisfactory educational experiences for my child. I know funding had been cut in all schools but it seems like the teachings is at a grade to two behind. The classrooms are not as respectful or organized as I remember, with children threatening others and back talking to the teacher. Not to mention that many of the supportive PTA families have left, so the PTA after school programs had been eliminated. Also, my child has an incident where the playground equipment fell apart and hit him on the head!
—Submitted by a parent


Posted August 12, 2012

We left this school because the teachers (most) just follow a curriculum that does not allow each child to be taught at their level. In fact, a large part of the curriculum is "dumbed down" for the lower levels. Even though we live in the district; we would not send our child to this school - but, don't take my word; spend quality time in the classroom and see for yourself. Sad because so many bright students are actually "left behind".
—Submitted by a parent


Posted April 20, 2011

This is an extraordinary school, we are so thrilled our girls go to school in this warm, loving environment. The teachers truly care about the students and go above and beyond. The parent community is involved, and committed to their children and school community. The school setting is picturesque with large trees, big fields, and character. There is plenty of charm in this school, paired with great teachers and parents volunteers make this an ideal elementary experience.
—Submitted by a parent


Posted June 10, 2010

Our son transferred from home-school and completed 5th & 6th at this school. Everyone, kids, teachers, staff, parents, warmly welcomed us and made this difficult transition easy. Parents are active in classrooms, field trips, and PTA. PTA supports PE, Art, Music and Computer classes, and there are also after school enrichment activities such as foreign language, dance, flag football, many more. New principal this year has been responsive to our requests. GATE program is a one day/week pull-out (wish it was more).
—Submitted by a parent


Posted December 13, 2008

With all of the economic turmoil as of late, this school is amazing. Programs continue, kids are still The staff loves each other so much and it filters into the students. My daughter is going to graduate this year and has had a great time with classwork, homework levels, expectations and fun activities. The principal is extremely kind and supportive of both parents and staff. Wouldn't want my kids to go anywhere else. I would question the last 'rater' - what problem was happening? Was it just that they didn't get the 'exact' teacher they had hoped for? What problems? The principal is fair and addresses things quickly. Many parents insist at the school and don't teach their kids how to adjust to different (teacher) personalities. Interesting...
—Submitted by a parent


Posted October 19, 2007

This school rates high academically and has a gorgeous large field by the playground, surrounded by trees and forest. The classrooms are nice, with big windows, and afterschool classes such as cheerleading or art are offered. Parents are very involved, and the PTA sponsors music, art, and computer classes during the school day. There are only two downsides. The typical student at this school lives in a $5 million home and has 3 different game systems. This makes your child feel discontent if he lives in a normal house and has a normal amount of toys. Secondly, this school will not let you change teachers if there is a problem. Because the principal would not let us change teachers, we had to change schools, and this was very disruptive to my son's life.
—Submitted by a parent


Posted September 18, 2006

Our daughter has attended K-2nd with great results. The teachers are caring, the staff friendly, and the academic progress has exceeded our expectations. The PTA is responsible for several after school programs for music and art and many parents are involved in raising funds.
—Submitted by a parent


Posted September 3, 2005

This is a great school. They have art, music and P.E classes. Parents can choose to help around the class or field trips. I think the school's teachers are great and my kids learned a lot.
—Submitted by a parent


Posted March 9, 2005

Vieja students are exposed to a multitude of extra-curricular activities, both optional and mandatory. The kids have school singing performances twice a year and functions for each Holiday. There are also music, art, sports, dance, crafts and educational programs available after hours. The class sizes are small and parent interaction is welcomed and encouraged. The school's setting is bucolic, nestled up against a hillside with lots of trees. Driving up to the school feels like coming home. The morning drop-off is like a homecoming of sorts with lots of parental mingling. Volunteers are the engine that drive a school and Vieja has no shortage of interested, active and well-meaning parents to fill the gap that budget constraints have left on administration. I am proud to have my son attend Vieja and I believe he already (first grade) feels a part of something larger than himself.
—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

879

Change from
2012 to 2013

-22

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

8 / 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 did not meet all student subgroup API targets for 2013

This school's
API score

879

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

-22

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)

9 / 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)

8 / 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.

46 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
75%

2011

 
 
69%

2010

 
 
73%
Math

The state average for Math was 65% in 2013.

46 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
73%

2011

 
 
91%

2010

 
 
91%
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.

49 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
73%

2011

 
 
75%

2010

 
 
58%
Math

The state average for Math was 66% in 2013.

51 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
90%

2011

 
 
89%

2010

 
 
83%
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.

46 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
88%

2011

 
 
85%

2010

 
 
88%
Math

The state average for Math was 72% in 2013.

49 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
83%

2011

 
 
83%

2010

 
 
82%
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.

38 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
83%

2011

 
 
76%

2010

 
 
91%
Math

The state average for Math was 65% in 2013.

38 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
55%

2011

 
 
68%

2010

 
 
80%
Science

The state average for Science was 57% in 2013.

38 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
78%

2011

 
 
78%

2010

 
 
87%
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.

41 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
90%

2011

 
 
80%

2010

 
 
77%
Math

The state average for Math was 55% in 2013.

43 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
65%

2011

 
 
74%

2010

 
 
77%
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 Students72%
Females83%
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged46%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability73%
English learner58%
Fluent-English proficient and English only76%
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 graduate87%
Parent education - graduate school/post graduate87%
Parent education - declined to staten/a

Math

All Students71%
Females83%
Males64%
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)84%
Economically disadvantaged46%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability73%
English learner50%
Fluent-English proficient and English only79%
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 graduate100%
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 Students68%
Females63%
Males73%
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)83%
Economically disadvantaged25%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability70%
English learner23%
Fluent-English proficient and English only83%
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 graduate67%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

Math

All Students69%
Females64%
Males74%
African Americann/a
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)87%
Economically disadvantaged38%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability73%
English learner36%
Fluent-English proficient and English only81%
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)45%
Parent education - college graduate67%
Parent education - graduate school/post graduate90%
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 Students74%
Females83%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantagedn/a
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only84%
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 graduate67%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Math

All Students81%
Females94%
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantagedn/a
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability84%
English learner55%
Fluent-English proficient and English only89%
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 graduate77%
Parent education - graduate school/post graduate96%
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 Students90%
Females89%
Males89%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantagedn/a
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only93%
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 graduate86%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Math

All Students98%
Females100%
Males95%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantagedn/a
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only100%
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 graduate93%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Science

All Students92%
Females89%
Males95%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantagedn/a
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only100%
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 graduate86%
Parent education - graduate school/post graduate100%
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 Students76%
Females70%
Males83%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantagedn/a
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability74%
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 graduate73%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

Math

All Students58%
Females43%
Males75%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantagedn/a
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only69%
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 graduate64%
Parent education - graduate school/post graduate78%
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
White 66% 26%
Hispanic 28% 52%
Asian or Asian/Pacific Islander 3% 11%
Black 1% 6%
Two or more races 1% 3%
American Indian/Alaska Native 0% 1%
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 22%N/A55%
Source: NCES, 2011-2012

Teacher experience

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

This school has not yet provided program information.


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434 Nogal Drive
Santa Barbara, CA 93110
Phone: (805) 967-1239

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