The purpose of this guidance is to provide clarity to schools and districts regarding expectations and considerations for equitable learning opportunities for all students during this time of Continuous Learning. Equity starts with educators checking their assumptions and biases. Educators can review outgoing language, materials, images and resources for cultural responsiveness, inclusivity and diverse representation. Reflect on what stereotypes and biases might be presented to learners. When educators simplify curriculum, students may lose important representation of racially and socially diverse perspectives. What singular stories are being told and who is being centered in the learning? Educators should create and maintain norms that honor, value and respect diverse perspectives and voices during live virtual learning sessions, chat functions and collaborative activities. Utilize the expertise of staff who are familiar with regulations and best practices for working with special populations. Liaisons, advocates and paraprofessionals can assist teachers in delivering continuous learning. This guidance document is divided into the following parts: (1) Equitable Continuous Learning Plans for English Learner (EL) Programming; (2) English Learner Programming and Equity; (3) Questions to Consider for Identified English Learners; (4) Continuous Learning Challenges; (5) Equitable Meal Distribution; (6) Equitable Continuous Learning Plans for Students with Exceptionalities; (7) Equity and Learning for Students with Exceptionalities; and (8) Questions to Consider for Students with Exceptionalities.