COVID-19 shed light on persistent disparities among K-12 school districts, particularly regarding technology access, its use, and educational outcomes. Although resources exist to inform the design and delivery of distance education at the course level, there is a lack of resources to inform program-level decisions about equitable distance education that impact educators and learners across a school system. Drawing on existing literature on educational equity, this article discusses four ways schools may frame equitable distance education. This article also discusses critical lessons schools learned from the COVID-19 pandemic about sustaining equitable technology-supported learning environments during times of crisis.