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Vista Adult Transition Center School in Vista, CA
(AE • Public • Special Education School)

Address
 325 E. Bobier Dr.
Vista, CA 92084
Telephone
(760) 758-3400
(make sure to verify first before calling)
Website
http://www.vatc.vistausd.org
Students
97
Classroom Teachers (FTE)
7.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
32
Reduced-price lunch
eligible students
10
School district
Vista Unified
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
Yes

Students & Teachers


Total enrollment:
Enrollment in 2016: 97
Enrollment in 2015: 94
Enrollment in 2014: 83
Enrollment in 2013: 112
Enrollment in 2012: 117
Enrollment in 2011: 112
Enrollment in 2010: 111
Enrollment in 2009: 102
Enrollment in 2008: 106
Enrollment in 2007: 101
Enrollment in 2006: 95
Enrollment in 2005: 93
Enrollment in 2004: 100
Enrollment in 2003: 96
Enrollment in 2002: 99
Enrollment in 2001: 102
Enrollment in 2000: 91
Enrollment in 1999: 74

Vista Adult Transition Center School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G09G10G11G12UGTotal
All students2122418597
Female students - - 21112732
Male students21 - 13 - 5865
American Indian/Alaska Native students - - - - - - 11
Asian students - - - - - - 55
Hispanic students1112214452
Black students - - - - 1 - 34
White students1 - 1 - 1 - 2427
Hawaiian Native/Pacific Islander students - - - - - - 22
Two or More Races students - - - - - - 66

Enrollment by grade:
6th grade enrollment: 2
7th grade enrollment: 1
9th grade enrollment: 2
10th grade enrollment: 2
11th grade enrollment: 4
12th grade enrollment: 1
Ungraded enrollment: 85

Vista Adult Transition Center School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 32 (33.0%)
School:

33.0%
State:

49.4%
Male enrollment: 65 (67.0%)
Vista Adult Transition Center School:

67.0%
State:

49.6%

Vista Adult Transition Center School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 1 (1.0%)
Here:

1.0%
State:

1.0%
Asian enrollment: 5 (5.2%)
Vista Adult Transition Center School:

5.2%
California:

9.4%
Hispanic enrollment: 52 (53.6%)
School:

53.6%
California:

46.0%
Black enrollment: 4 (4.1%)
Here:

4.1%
California:

6.1%
White enrollment: 27 (27.8%)
School:

27.8%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 2 (2.1%)
School:

2.1%
State:

0.6%
Two or More Races enrollment: 6 (6.2%)
Here:

6.2%
State:

4.5%

Vista Adult Transition Center School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 42 (43.3%)
School:

43.3%
State:

61.2%
Free lunch eligible students: 32 (33.0%)
School:

33.0%
California:

52.8%
Reduced-price lunch eligible students: 10 (10.3%)
School:

10.3%
California:

8.6%

Vista Adult Transition Center School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 7


Student/Teacher Ratio
Here:

13.9
State:

22.8

Vista Adult Transition Center School - Teachers (FTE) and pupil/teacher ratio


Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 2 (all male)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Students with disabilities:
Show data for
Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

    Students with disabilities served under IDEA

  • Hispanic44
  • Native Hawaiian4
  • White20
  • Multirace7
Students with disabilities served under IDEA: 75 (male: 52, female: 23)
  • Hispanic: 44 (male: 28, female: 16)
  • Native Hawaiian / Pacific Islander: 4 (all male)
  • White: 20 (male: 13, female: 7)
  • Two or More Races: 7 (all male)

Gifted and Talented:
Show data for

(State average from 5,551 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.
Gifted and Talented Student Enrollment: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Gifted and Talented Student Enrollment per 1,000 students
School:

20.6
State:

93.6

Statewide Student Assessments


California High School Exit Exam:
Show data for

(State average from 2,325 schools)
Beginning with the Class of 2006, students in California public schools were required to pass the California High School Exit Examination (CAHSEE) to demonstrate competency in grade-level skills in reading, writing, and mathematics to earn a high school diploma. The content of the CAHSEE was based on content standards in English-language arts and mathematics that were adopted by the State Board of Education (SBE) in 2003. In 2010, the SBE adopted the Common Core State Standards in English language arts and mathematics. The CAHSEE has been repealed. Assembly Bill 830 was chaptered into law by Governor Brown on October 10, 2017. This law eliminates the CAHSEE and removes it as a condition of receiving a diploma of graduation or a condition of graduation from high school.

Vista Adult Transition Center School - California High School Exit Exam results

ELA Mean Scale Score:

300
California:

368
ELA Percentage Passed:

9%
California:

65%
ELA Number Tested: 11
ELA Number Passed: 1

ELA Percent Correct compared to California average:
  • Reading - Word Analysis:

    36%
    State:

    74%
  • Reading - Reading Comprehension:

    27%
    California:

    70%
  • Reading - Literary Responses and Analysis:

    29%
    California:

    74%
  • Writing - Writing Strategies:

    26%
    California:

    63%
  • Writing - Writing Conventions:

    34%
    California:

    68%

Accountability


Adequate Yearly Progress:
Show data for

(State average from 9,842 schools)
Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001. Statistics are based on test results of the Standardized Testing and Reporting (STAR) Program, the California High School Exit Examination (CAHSEE), and the California Alternate Performance Assessment (CAPA).

Vista Adult Transition Center School - Adequate Yearly Progress status

Met all AYP Criteria: Yes
Number of AYP criteria met: 2
Number of AYP criteria possible: 2
(Note: The criteria includes only the participation rate and additional indicators.)

Met ELA Participation Rate: Yes
Met Math Participation Rate: Yes

Health & Safety


Referrals and Arrests:
Show data for

(State average from 2,295 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students with disabilities who were referred to a law enforcement agency or official: 2 (all female)
  • Hispanic: 2

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
Here:

20.6
California:

7.9

Harassment & Bullying:
Show data for

(State average from 2,337 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.

Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of disability constitutes disability harassment.
Allegations of harassment or bullying on the basis of sex: 1
Allegations of harassment or bullying on the basis of sex per 1,000 students
Vista Adult Transition Center School:

10.3
California:

7.8
Students reported as harassed or bullied on the basis of sex: 2 (all female)
  • Hispanic: 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
  • Hispanic: 2

Allegations of harassment or bullying on the basis of disability: 1
Allegations of harassment or bullying on the basis of disability per 1,000 students
School:

10.3
State:

1.0
Students reported as harassed or bullied on the basis of disability: 2 (all female)
  • Hispanic: 2
Students disciplined for bullying or harassment on the basis of disability: 2 (all male)
  • Hispanic: 2


Chronic Student Absenteeismt:
Show data for

(State average from 8,415 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic13
  • Asian4
  • Native Hawaiian2
  • Black4
  • White7
  • Multirace5
  • LEP2
  • IDEA28
Chronic Student Absenteeism: 35 (male: 21, female: 14)
  • Hispanic: 13 (male: 8, female: 5)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 5 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 28 (male: 17, female: 11)
Chronic Student Absenteeism per 1,000 students
Vista Adult Transition Center School:

360.8
State:

178.2

Suspensions:
Show data for

(State average from 1,406 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
Students with disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • Two or More Races: 2 (all male)

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