And lets not forget the equity issues inherent in redesigning classroom content for a class that now consists of kids with no internet, no laptop, old PCs with old browsers, kids being expected to look after young siblings, etc
This isn't just 'tweak a few things so they work better on a laptop', it's really a fundamental shift that needs time and careful planning to address.
fwiw, until our district settled on a specific set of policies, one of my kids' teachers had already -- the first week of WFH -- setup Google Classroom, used Classdojo to communicate with parents, shared a weekly agenda with links for augmentation material, and setup Zoom meetings 3 days/wk to teach & help the class. she's had to scale back some of this because it's against policy. My other kid's teacher was absent the first two week and, since the district's policy has clarified, is following it to the letter. Thankfully, a stay-at-home dad in the class has created a class email alias, is organizing multiple online sessions per week with parent led code.org, drawing, art history, music history, daily math check-ins, and informal "recesses" (social hours).
You may or may not be surprised how few parents are qualified to supervised their kids' learning.
I would put dollars on the table that such is already happening for every parent that is willing and able to do it, because they were already doing it before too.
If you cannot talk about the solutions, then you're probably better not talk about the problem either.
I had been reasonably happy in public elementary school until now, but am seriously considering private schools for next year because I'm convinced this reacclimation process will be much, much smoother with fewer regressions.