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AEPA Arizona Educator Proficiency Assessments

Title: Arizona Educator Proficiency Assessments (AEPA)

Test Detail:
The Arizona Educator Proficiency Assessments (AEPA) is a series of exams designed to measure the knowledge and skills of prospective educators in Arizona. These assessments are used to ensure that candidates meet the state's standards for teacher licensure and certification. The AEPA exams cover a wide range of subjects and grade levels, allowing candidates to demonstrate their proficiency in specific content areas.

Course Outline:
The AEPA exams cover various subject areas and grade levels, depending on the specific certification sought by the candidate. The following is a general outline of the key areas covered in the AEPA exams:

1. Test Preparation:
- Understanding the structure and format of the AEPA exams
- Reviewing test-taking strategies and tips
- Familiarizing with the exam objectives and content domains
- Accessing study materials and resources

2. Subject-Specific Content:
- Reviewing subject-specific knowledge and skills
- Understanding the Arizona Academic Standards for the subject area
- Demonstrating proficiency in the key concepts, theories, and practices
- Applying content knowledge to real-world scenarios

3. Pedagogy and Professional Responsibilities:
- Understanding effective instructional strategies and practices
- Demonstrating knowledge of student development and learning theories
- Assessing student performance and providing feedback
- Understanding legal and ethical responsibilities of educators

4. Classroom Management and Communication:
- Creating a positive and inclusive learning environment
- Managing classroom behavior and promoting student engagement
- Communicating effectively with students, parents, and colleagues
- Utilizing technology and resources for instruction and communication

Exam Objectives:
The specific exam objectives for each AEPA assessment vary based on the subject and grade level being tested. However, the general objectives of the AEPA exams include, but are not limited to:

1. Demonstrating knowledge and understanding of subject-specific content.
2. Applying pedagogical practices and strategies for effective teaching.
3. Assessing student learning and providing appropriate feedback.
4. Managing the classroom and promoting a positive learning environment.
5. Complying with professional responsibilities and ethical guidelines.

The AEPA exams cover a broad range of subjects and grade levels, each with its own syllabus and content domains. The syllabus provides a breakdown of the topics covered in each exam, including specific content areas and associated competencies. It may include the following components:

- Test structure and format
- Content domains and weighting
- Key concepts, theories, and practices
- Instructional strategies and pedagogical knowledge
- Classroom management and communication skills
- Professional responsibilities and ethical guidelines
Arizona Educator Proficiency Assessments
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AEPA Arizona Educator Proficiency Assessments

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Arizona Educator Proficiency Assessments
B. It provides more work for lawyers
C. It lets ordinary citizens be part of the judicial system
D. It forces innocent people to prove their innocence
E. It keeps crime rates low
Answer: A
Question: 560
Franklin Delano Roosevelt's New Deal helped America recover from the Great Depression by
providing federal money for construction projects, including schools and roads. How did this
help the country recover?
A. It gave money back to the tax payers
B. It created desperately needed good paying jobs
C. It encouraged wealthy people to do the same thing
D. It made trade easier with Mexico
E. It allowed construction companies to make a large profit
Answer: B
Question: 561
In American cities after the Industrialization Age began, it was not unusual to see children
huddled together without shoes, warm clothing, shelter, or decent food. These children illustrated
what unhappy effect of Industrialization in the United States?
A. Because the focus was on manufacturing, not enough shoes were made
B. Because of low wages, many people lived in poverty
C. Because of protective employment laws, child laborers could no longer be employed
D. Because of the freedom women experienced in the workplace, many abandoned their children
E. Because parents work days were guided by strict rules, they were often strict at home. As a
result, their children ran away and lived on the streets.
Answer: B
Section 48: Sec Forty Eight (562-567)
Details:Science Passage Practice 1
In 1949, a study of heart disease included 5,137 adults: 2,292 men and 2,845 women. All the
individuals were 49 to 70 years of age, and none showed any signs of coronary artery disease.
After 14-16 years of careful follow-up, it was found that:
I.151 men and 37 women showed evidence of coronary artery disease that would account for a
heart attack.
II.102 men and 18 women died of coronary artery disease before they reached the age of 65.
III.58 percent of the men and 39 percent of the women died within one hour of having a
IV.For both men and women, sudden death was more likely if they were under age 55 at the time
of the attack.
V.Not all heart attacks produce symptoms. A considerable number of men and women had a
myocardial infarction (heart muscle damage) without knowing it. Of those who suffered such
"silent coronaries"; 22 percent of the men and 35 percent of the women did not know muscle
damage had occurred.
Question: 562
In the design of this study, the researchers made sure that
A. some individuals had coronary artery disease
B. some individuals were in their thirties
C. the number of men and women was equal
D. all participants were adults
Answer: D
Question: 563
As explained in the study, a person who has a "silent coronary"
A. is unaware of any heart attack symptoms
B. does not scream in pain while having a heart attack
C. shows no evidence of heart muscle damage
D. always dies of a myocardial infarction
Answer: A
Question: 564
A woman who is 53 years old has a heart attack. Compared with a man, she is more likely to
A. die of coronary artery disease before age 65
B. have a
"silent coronary"
C. die within an hour of the attack
D. die as the result of a heart attack after age 65
Answer: B
Question: 565
Which conclusion is consistent with the results of the study?
A. Chances of death within one hour of a heart attack are greater for women than men.
B. Chances of death from coronary artery disease are less for men than women.
C. Evidence of coronary artery disease is equal among men and women.
D. Sudden death is more likely for both men and women if they are under age 55 at the time of
the attack.
Answer: D
Question: 566
Based on the results of this experiment, of the people who died of coronary artery disease before
age 65
A. 18 percent were women
B. 20 percent were women
C. 85 percent were men
D. 102 percent were men
Answer: C
Question: 567
A group of 1000 men and 1200 women between the ages of 50 and 65 are to be studied for
coronary artery disease. Based on the original study, which of the following results could be
predicted most reliably?
A. Eight (8) women will die of coronary heart disease after they reach age 65.
B. Sixteen (16) women will show significant evidence of coronary artery disease.
C. Forty-four (44) men will die of coronary artery disease after they reach age 65.
D. Sixty-five (65) men will show no significant evidence of coronary artery disease.
Answer: B
Section 49: Sec Forty Nine (568-573)
Details:Science Passage Practice 2
A chemistry student placed a strip of blue litmus paper and a strip of pink litmus paper in a glass
dish. Then she added a drop of dilute sulfuric acid to each strip of litmus paper. She observed
that the blue litmus paper turned pink, but the pink litmuspaper did not change color. Next she
placed a drop of sodium hydroxide (NaOH) on other strips of blue and pink litmus paper. This
time, the pink litmus paper turned blue, but the blue litmus paper did not change. Finally, she put
a drop of distilled water onstrips of blue and pink litmus paper. Neither strip changed color. She
repeated the tests several times with the same results. The student concluded that acids turn blue
litmus paper pink; bases, such as sodium hydroxide, turn pink litmus paper blue.As water did not
affect either pink or blue litmus paper, she reasoned that water was not an acid or a base, but a
neutral substance. Keeping these results in mind, the student poured a little sodium hydroxide
into a beaker containingpink and blue litmus paper. Then she added hydrochloric acid (HCl)
drop by drop until the solutionbecame neutral. She determined that a new, neutral substance had
formed in the beaker. The substance was table salt, or sodium chloride (NaCl), which isone of
many salts formed from an acid and a base.
Question: 568
If a drop of an unknown substance turns blue litmus paper pink, but does not change pink litmus
paper, the substance is a(n):
A. acid
B. base
C. water
D. salt
Answer: B
Question: 569
n the presence of potassium hydroxide (KOH):
A. blue litmus paper turns pink
B. pink litmus paper turns blue
C. blue litmus paper becomes darker
D. pink litmus paper does not change
Answer: B
Question: 570
blue and pink litmus paper are put in a beaker filled with a clear solution, neither
When strips of
litmus paper changes color. The solution:
A. must be water
B. must be neutral
C. may be an acid
D. may be a base
Answer: B
Question: 571
In another experiment, the student added hydrochloric acid drop by drop to a solution of sodium
hydroxide containing strips of originally blue and originally pink litmus paper. As she continued
adding acid, the originally:
A. pink litmus paper remained pink
B. blue litmus paper remained blue
C. blue litmus paper turned from pink back to blue
D. pink litmus paper turned from blue back to pink
Answer: D
Question: 572
Based on the results of this experiment, a salt would be formed when:
A. NaCl is combined with NaOH
B. H2O is combined with HCl
C. KOH is combined with HCl
D. HCl is combined with H2OSO4
Answer: C
Question: 573
In setting up an aquarium, several factors must be considered before introducing fish. Which of
the following factors could be tested using litmus paper?
A. salinity
B. acidity
C. chlorination
D. temperature
Answer: B
Section 50: Sec Fifty (574-579)
Details:Science Passage Practice 3
The complex behavior of the poor-sighted, three-spined male stickleback fish has been studied
extensively as a model of species behavior in courtship and mating. After a male has migrated to
a suitable spot, he builds a spawning nest of sand and sediment. In courting, he performs a
special "zigzag" dance. The female then follows the male to the nest where she spawns and he
fertilizes the spawned eggs. Also, male sticklebacks have been shown to exhibit territorial
behaviors. A biologist performed three experiments to learn more about the behavior of the
Experiment 1
Tank 1 and Tank 2 are set up with identical conditions and one male stickleback is placed in each
tank. Both fish build nests in their respective tanks. The male from Tank 1 is removed from his
tank and is replaced with an egg-laden female; the male from Tank 2 is removed from his tank
and is introduced into Tank 1. In Tank 1, the male does not perform the zigzag dance and no
spawning occurs. The male retreats to a corner of the tank.
Experiment 2
A male stickleback in an aquarium builds his nest. A fat, round male is introduced into the
environment. The original male performs the zigzag dance and attempts to lead the round male to
the nest. The round male refuses and begins to flap his fins and swim in circles. The first male
then begins to flap his fins, circle his nest, and occasionally prod the other fish to a far corner of
the tank.
Experiment 3
A small, flat-shaped female is introduced into a tank where a male has built a nest. The male
circles the female a few times, and then retreats to a corner of the tank.
Question: 574
The experimental data would support the hypothesis that the purpose of the male stickleback's
mating dance is to:
A. keep away other male sticklebacks.
B. fertilize the eggs.
C. lure and entice the female to the nest
D. establish territorial rights.
Answer: C
Question: 575
Based on observations from the above experiments, which factor initially stimulates the male to
do the zigzag dance?
A. The physical environment.
B. The shape of the fish.
C. The number of fish in the tank.
D. The sex of the fish.
Answer: A
Question: 576
Which experiment supports the hypothesis that the male exhibits territorial behavior?
A. 1 only.
B. 2 only.
C. 1 and 2 only.
D. 1, 2, and 3.
Answer: C
Question: 577
To further investigate the territorial behavior of the stickleback, the biologist should vary which
of the following factors in Experiment 2?
A. The temperature of the water.
B. The fatness of the male fish.
C. The sediment and sand in the tank.
D. The size of the tank.
Answer: D
Question: 578
To clarify the results of Experiment 1, the biologist should set up which of the following test
A. Maintain the positions of the male sticklebacks and add another egg-laden female to Tank 1.
B. Place both male sticklebacks in Tank 2.
C. Return the original male stickleback to Tank 1 and observe its behavior with the female fish.
D. Repeat the experiment using a different species of fish.
Answer: C
Question: 579
A male stickleback has been established in an aquarium and has built a nest. If one egg-laden
female and several flat-shaped male sticklebacks are placed in the tank, one would most likely
A. all the males would perform the zigzag dance.
B. all the males would circle the female.
C. only the male that was originally in the tank would perform the zigzag dance.
D. the female would retreat to a corner.
Answer: C
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Arizona-Education Proficiency Study Guide - BingNews Search results Arizona-Education Proficiency Study Guide - BingNews Arizona Community Foundation publishes Northern Arizona Giving Guide

Photo courtesy of DepositPhotos

List of projects in need of additional funding available on ACF’s website

In service to the community, the Arizona Community Foundation has created the Northern Arizona Giving Guide, a list of projects that serve Yavapai County, including Sedona and the Verde Valley, Flagstaff, Tuba City, Page, Lake Powell, and Williams. The document is available to the public HERE.

Since the number of grant applications far exceeds the funding available, ACF’s volunteer grant panels compose a list of projects they would have funded if possible.

The Northern Arizona Giving Guide lists hundreds of projects from nonprofits, schools, municipalities, and tribal entities that need additional funding. The Arizona Community Foundation recommends reaching out directly to the organization to find out the status of the project interested donors wish to support.

If you are uncertain about which organization to give to and would like your charitable gift to focus on a particular issue facing local communities, ACF’s regional offices have many funds that leverage the power of collective giving. For more information on charitable giving, please contact one of our Regional Directors: Jennifer Perry, ACF of Sedona at 928.399.7218; Lisa Sahady, ACF of Yavapai County at 928.583.7815; or Gwen Groth, ACF of Flagstaff at 928.526.1956.

Established in 1978, the Arizona Community Foundation is a statewide family of charitable funds supported by thousands of Arizonans. With regional offices serving communities across Arizona, ACF is among the top 25 community foundations in the nation with more than $1.4 billion in trust and endowment assets, is certified under the National Standards for U.S. Community Foundation and has received the highest 4-star rating from Charity Navigator for 12 years. Since inception, ACF has awarded more than $1.2 billion in grants, scholarships, and loans to nonprofit organizations, schools, students, and government agencies. More information is available at

Thu, 04 Jan 2024 15:02:00 -0600 en-US text/html
Best Arizona High Schools No result found, try new keyword!Arizona high school students must earn at least 22 credits to graduate, including a credit in fine arts or career and technical education. Students also must pass a civics test. Arizona ... Mon, 06 Nov 2023 08:31:00 -0600 Arizona education dept. has new ideas to fill SRO positions No result found, try new keyword!Arizona's Family learned that a man died after he and a second person were shot in an Avondale neighborhood early Saturday morning. Logan Brown has written about a dozen songs, and his talent is ... Thu, 07 Dec 2023 10:00:00 -0600 en text/html Arizona continues to struggle when it comes to education funding, new report shows
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Arizona ranks 49th in the country when it comes to school funding and little progress has been made to improve those conditions, which is something many other states around the country are also experiencing, according to a yearly report.

“Policymakers in these states must do more to improve funding fairness by increasing the effort they make to raise revenue and revising the way in which funding is distributed among districts,” the Education Law Center said in the report, naming Arizona as one of nine “poorly funded, inequitable, low effort” states.

The data shows that from 2020 to 2021, U.S. public school enrollment declined in all 50 states with Arizona experiencing one of the sharpest declines at just over 6%.

Arizona also experienced a decrease in local revenue for schools.

Per-pupil funding increased just slightly from 2020 to 2021, up 0.2%. However, Arizona remained at the bottom of the pack, rising from the last spot to the second-to-last spot.

The data also determined that the poverty rate of school-aged children was at 16% in Arizona.

The study gave Arizona letter grades for funding level (F), funding distribution (C), and funding effort (F), showing our state barely made the grade in all three categories.

Overall, the Education Law Center found that the data showed that “school funding across the states remained stubbornly consistent,” highlighting a continued need for policy changes and efforts to improve school funding.

See the full 2023 report here.

Copyright 2023 Scripps Media, Inc. All rights reserved. This material may not be published, broadcast, rewritten, or redistributed.

Thu, 14 Dec 2023 04:25:00 -0600 en text/html
Arizona education dept. suggests retired law enforcement as school resource officers

PHOENIX (3TV/CBS 5) Arizona Superintendent of Public Instruction Tom Horne is looking for new ways to fill certain school positions across the state.

Earlier this year, the Arizona Department of Education announced more than $100 million in grants to put school resource officers on more than 300 Arizona school campuses. But since then, Horne says it’s been a challenge to find the people to fill those spots.

Nationwide, there is an officer shortage and that is being seen here in Arizona as schools struggle to fill SRO positions. Horne has a few different ideas for how to fix this problem, and it includes leaning on retired police officers to fill these jobs.

The education department’s school safety task force met on Thursday for the final time to discuss their recommendations, some of which would require changing state laws. Horne says there would need to be legislative change to remove barriers currently in place to then allow retired law enforcement to work as SROs.

The team also talked about using funds to add more school psychologists and school safety officers in addition to the current positions. SSOs are essentially the same as SROs but are not assigned to a campus full-time.

Horne says that right now, 138 schools are without an SRO because they cannot find someone to fill the spot.

“It’s not a funding issue, it’s finding people to fill these positions,” said Mike Kurtenbach, the Arizona Department of Education’s director of school safety. “That’s the challenge.”

“When they (law enforcement) retire, they lose certification and legislation says you need to be certified so we need to change that,” Horne said. “We need to have some kind of licensing situation where (right now) if people retire, they are no longer certified, but they can get re-certified for the purpose of being a school resource officer. Right now, they can’t do that and that’s irrational. That should be an easy yes from any reasonable legislator, I would think.”

Horne says they would then look into the training needed for those retired officers to work in a school environment to bring them up to speed.

The task force also talked about increasing mental health training. They also spoke on looking into AI technology to bring to schools that can detect a threat quickly. Some of the recommendations will be further discussed in January during the upcoming legislative session. Horne’s team says they are working on getting bill sponsors now.

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Thu, 07 Dec 2023 10:00:00 -0600 en text/html
Arizona lawmakers face big deficit due mostly to massive tax cut and school voucher expansion

Fri, 05 Jan 2024 03:39:00 -0600 en text/html
Here are the changes that could be coming to make Arizona schools safer

PHOENIX — Revisions to Arizona state law could be coming after a task force entrusted with making a plan to keep schools safer submitted its proposals last week.

The proposals – which will be heard at the next legislative session – were drafted by the Department of Education’s Arizona School Safety Task Force, which is made up of educators, legislators, law enforcement, representatives of mental health professions and other community leaders.

“The safety of our schools is of the utmost importance. There is no greater nightmare than to contemplate a maniac shooting up a school and it’s essential that everything is done to increase campus safety,” Arizona Supt. of Public Instruction Tom Horne said in a press release.

“This committee has done remarkable work and now the task is to get these proposed changes implemented so we can make the state’s school safety program even stronger.”

What suggestions did the school safety task force make?

Among the biggest proposals could be a change to state law that would let retired law enforcement officers work as school resource officers (SROs). Currently, barriers prohibit retired officers from doing so.

The task force came to an agreement that if retired officers were able to became SROs, it could be a valuable resource to alleviate the shortage of the positions.

Another suggestion was a change to state law that would let the school safety program pay for school safety officers (SSO) and psychologists. SSOs and SROs conduct the same duties, but the latter is assigned to a school full-time while the former is not.

The task force also suggested the addition of increased mental health training that would spotlight adolescent mental health issues, civil rights matters and education privacy law.

Part of that proposal includes adding a mental health professionals guidance manual that includes a multi-disciplinary safety approach.

Further, the proposal suggested enhanced physical safety, including architecture, securing school entryways, and safety technology and training.

How will the school safety plan be enforced?

The Arizona Department of Education will host annual meetings in an effort to keep good relationships between administrators, mental health professionals and SROs.

The department will also pursue partnerships with entities that can encourage workforce development in the mental health and social work sectors.

KTAR News 92.3 FM’s Balin Overstolz-McNair contributed to this story.

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Mon, 11 Dec 2023 14:36:00 -0600 en text/html
This Arizona county is 'most at risk' of Christmas day break-ins, study finds Your browser is not supported |
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Wed, 06 Dec 2023 16:03:00 -0600 en-US text/html
Arizona earns title of 'least charitable' state in new study, here's insight into ranking No result found, try new keyword!but the state of Arizona didn't fare well when it came to helping those in need. In a recent study conducted by the financial services organization WalletHub, Arizona emerged as the "least ... Tue, 21 Nov 2023 10:00:00 -0600 en-us text/html Best skiing in Arizona: Your 2024 guide to Arizona Snowbowl, Sunrise Park Resort Your browser is not supported |
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