Deaf students with significant disabilities face unique challenges with state standards and grade-level expectations. Their teachers, too, face unique challenges. Material making, breaking concepts and tasks down into component parts, providing time and motivational opportunities for developing background knowledge and foundational skills, and addressing generalization across environments are all things that must be carefully considered and planned for within limited instructional time for students with disabilities. The authors spent a considerable amount of time looking for evidence-based practices that could be applied in their schools and recommended to others. One valuable approach they found came from the Human Development Institute at the University of Kentucky and outlined a clear four-step process for curriculum modification: (1) Identify and link to the appropriate standards; (2) Define the outcomes of instruction; (3) Identify the instructional activities; and (4) Target specific objectives from the Individualized Education Program (IEP). Using this approach, teachers are able to analyze the standards, clarify intended outcomes, and design instruction that incorporates other best practices and strategy instruction, including project-based learning, priming background knowledge, teaching students to monitor their own comprehension, scaffolding instruction with prompts and cues, and collaborative group work.