Indefinite school closures have left some school districts unprepared to manage the necessary provisions to provide an equitable education for all students. As learning hubs were launched for at-home learning guided by parents and students, accommodations for English Learners (EL), students with disabilities, and students receiving Special Education services were not on the forefront of the design, potentially providing larger gaps in learning. The launch of online at-home learning also requires internet access and devices to even access the learning, providing another potential inequitable gap, especially in low socioeconomic households. This necessary response to COVID-19 placed a burden on parents who may be working from home, or not at home, or not capable of assisting with the level of instruction their child requires to replace the daily instruction of a classroom teacher. The purpose of this paper is to evaluate State of Texas local school board policies FB (LEGAL) and FB (LOCAL) Equal Education Opportunity in the wake of the World Health Organization declaration of coronavirus disease 2019 (COVID-19) as a pandemic and the resulting actions of school closures. The authors investigate if the potential discrimination under Section 504, Title II, and Title VI during an unprecedented time of transitioning from learning at school to learning at home is reasonable to ensure that educational opportunities are equitable. The need to understand how such a pandemic closure impacts the teaching and learning of all students is essential to policy change for educational leaders in the way of a new reality of learning and lesson delivery during a time of a global pandemic.