Wentzville R‑IV board members discussed the district’s use of AMI (Alternative Methods of Instruction) days at the Feb. 20 meeting, focusing on assignment expectations, equity of access and the consistency of implementation across grade levels.

Board members and staff said the district has worked to make elementary choice boards accessible offline and via phone so families without Internet can complete work. Middle- and high-school assignments are delivered through Canvas and can include video meetings or asynchronous assignments; some board members reported variability in workload between classes and grade levels.

Why it matters: AMI days are intended to preserve attendance days without extending the school year, but they require families to have reliable internet access, childcare and supervision. Board members and parents expressed concern that some families cannot complete AMI work due to connectivity or caregiving obligations, which could increase educational inequities.

Administration response and data: Administration noted that early AMI days showed 96–98% of students submitting assignments for attendance credit and said it would pull attendance-submission data for later rounds to assess effectiveness. Staff said elementary assignments were intentionally designed to be short and often completed offline; middle- and high-school students receive Canvas-based assignments with varying workloads.

Next steps: The district will produce data on AMI assignment completion and attendance credit and continue refining practice, including ensuring teachers are accessible for questions on AMI days and clarifying expectations for families and staff.