In many credit recovery programs, students are turning to generative AI to complete coursework quickly, often without engaging in meaningful reading, comprehension, or critical thinking. This profile station will showcase how AI can be redesigned as a learning support tool rather than a shortcut in a high school reading intervention classroom serving multilingual learners and students recovering credits. We will explore practical classroom routines that encourage students to analyze, question, revise, and reflect while using AI during literacy activities. Featured strategies will include AI critique protocols, evidence-based response activities, metacognitive reflection routines, and structured approaches that help students evaluate the quality and accuracy of AI-generated responses. We will explore actionable ideas for promoting authentic engagement, deeper thinking, ethical AI use, and “learning to learn” skills while supporting struggling readers in an AI-rich educational environment.