Purpose: Prior research shows wide variation in student learning across contexts during the COVID-19 pandemic, but less is known about "why" such variation occurred or how particular response strategies may help districts navigate future crises. Research methods: Drawing on crisis leadership and organizational theory, we conducted a multiple case study of pandemic response across five school districts in Michigan that performed better-than-predicted on benchmark assessments during the 2020-21 school year. We interviewed 46 district, school, and teacher leaders involved in pandemic response across our district cases and analyzed data through a comparative case study method. Findings: Local leaders relied on existing resources such as staff-student relationships, school-family relationships, and curricula and instructional models to address foundational needs stemming from the pandemic and that had demonstrated success in supporting student learning prior to the pandemic. When existing capacity was not aligned to external demands, local leaders leveraged staff expertise, staff collaboration, and school-family relationships to build out new teaching and learning approaches. In-person and hybrid districts adapted to create safe learning environments, while remote and hybrid districts adapted to use technology to engage students in learning and personalize academic support. Implications: We contribute new insights on the interplay between leadership and organizational capacity during crisis response. Our findings shed light on pandemic response strategies that other districts can adopt in future crises. Our work also highlights organizational resources that need to be cultivated and distributed equitably across districts to support crisis response.