This report describes a plan analysis project focusing on how urban, suburban, and rural schools in one Midwestern state responded to the COVID-19 pandemic in the spring of 2020. The problem statement was schools were not prepared for school closures during a pandemic and the social-emotional impact on children nor were they prepared for creating a "Return to Learn" plan. The project focused on three guiding questions: Is it clear what the academic program will look like to ensure the continuation of student learning? How have districts accounted for key logistical and non-academic challenges of reopening? How are districts preparing to provide equitable access to education for all learners, virtual, hybrid, and face to face? The project team found evidence in the literature to support schools when implementing COVID-19 protocols for students who returned to face-to-face learning, and the importance of remediation and acceleration when measuring student success. School district leaders were faced with the challenge of opening schools safely, responding to learning loss, addressing the current mental health of all stakeholders, and providing equitable learning for all learners. The project team sought to determine how prepared school leaders were for the return of students in the Fall of 2020. During the literature review, the team discovered a planning tool to guide school district leaders when developing "Return to Learn" plans. Permission to modify the guide was granted by the authors focusing on three of the eight standards. A panel of experts was used to validate the Analysis Tool which was utilized to analyze district "Return to Learn" plans gathered from 17 school districts. The plans were scored on each of the standards to produce quantitative data. The project team identified the following themes: utilization of acceleration and remediation learning strategies, embedding social-emotional learning experiences within instruction, and equitable access to learning, technology, training and supports for students, staff, and families. The team discovered schools were successful in planning for health measures but overlooked how students would engage in learning. Recommendations and implications were developed around the themes identified above to support district leaders faced with similar challenges. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]