Schools must address the impact of the prolonged closures due to COVID-19 on the linguistic and academic development of California's dual language learners (DLLs) and English learners (ELs). Fully 44 percent of school-aged California children speak a non-English language at home; for children ages 0-5, the proportion is around 60 percent. While it is still too early to know the full impact, preliminary data suggest that these students have disproportionately suffered from the shuttering of California's public education system. Nearly half of the families of ELs reached in an April survey from the Parent Institute for Quality Education reported that their children were not receiving the supports they needed after schools closed. What's more, while 93 percent of surveyed families received school communications about how to access online learning this spring, nearly one-third of those families were unable to understand the instructions. Similarly, an Education Trust-West poll of families that speak non-English languages at home found that 25 percent had received learning materials solely in English. These gaps also parallel existing digital divides: gaps in access to digital learning technology and/or internet connectivity. National and California data both suggest that DLLs/ELs disproportionately lack access to digital learning technology and internet connectivity. This brief offers a series of concrete, actionable ideas for how local and state education leaders can ensure that California delivers for these students in the present--and, by extension, for Californians' wellbeing in the future. [Additional collaborators of this brief include Advancement Project California, Californians Together, Center for Equity for English Learners at Loyola Marymount University, Early Edge California, and Sobrato Early Academic Language. To see the Education Trust-West poll, "Educational Equity in Crisis: Listening to Parents: The Results of Our Statewide Survey of Public School Parents," see ED607559.]