Teaching English in a dropout recovery setting is fundamentally different from teaching English in a traditional high school. The students often have significant skill gaps, interrupted schooling, work and family responsibilities, trauma histories, attendance challenges, and negative experiences with English classes. The goal shifts from “covering content” to accelerating literacy. It is also our job to rebuild confidence and independence. Using the research on alternative education, disciplinary literacy, adult learning, and the work of experts like Douglas Fisher, Nancy Frey, Kelly Gallagher, and Penny Kittle, we will explore high leverage literacy skills; shorter, more frequent writing; reading relevance; building thinking into each lesson; the importance of human contact; the Gradual Release of Responsibility model. Whether you teach high school students in person; completely online; or a hybrid model with packets and occasional contact, you will be able to walk away from this session with more tools for your toolbox for the non-traditional high school student.