ABSTRACT
This chapter suggests that a process for building discernment skills that the reader might grow in ability to distinguish between key content standards and supplementary standards, and by doing such, will gain skills for developing their own subject matter knowledge. In the midst of teacher accountability, state standards, and standardized tests, teaching must also be reasonable, manageable, and efficient. A standard is a level of quality and achievement that is considered acceptable or desirable. Performance expectations are statements that define what students are expected to understand and be able to demonstrate as evidence of having met a particular standard. Sustainability transdisciplinary education model not only requires the ability to interpret the Next Generation Science Standards, but also how to interpret math standards such as the Common Core State Standards for Mathematics. Priority standards distinguish the fundamental “need to know” concepts from the supporting “nice to know” content.
