Educational Goals

MTIHS: Seven School-Wide Educational Goals (EG1–EG7)

  • Character & Adab (God-conscious conduct). Acts with Amanah, Adab al-Ilm, humility, and service; applies Islamic ethics to schoolwork and life.
  • Multilingual Communication & Literacy. Reads, writes, listens and speaks effectively (English and Arabic), using evidence and audience-aware style.
  • Critical Inquiry & Problem Solving. Frames questions, analyzes sources, reasons with evidence, and iterates toward solutions.
  • Technology & Digital Fluency. Uses appropriate tools (including AI) ethically to research, create, analyze and communicate.
  • Cultural & Civic Engagement. Demonstrates intercultural competence and contributes positively to community needs.
  • Collaboration & Leadership. Plans, divide work, gives/receives feedback, and leads with Ihsan.
  • Project Execution & Professional Habits. Manages time, documents process, reflects, and presents work to authentic audiences.

Rubrics for MTIHS Educational Goals (EG)

Performance Levels: 4=Exemplary, 3=Proficient, 2=Developing, 1=Beginning.

EG1 Character & Adab

  • 4 Consistently demonstrates adab, academic honesty, and Khidmah; resolves dilemmas using Islamic principles with evidence.
  • 3 Usually demonstrates adab and honesty; apply principles with minimal prompting.
  • 2 Inconsistent adab or integrity; needs guidance applying principles.
  • 1 Frequent lapse; does not apply Islamic guidance to decisions.

EG2 Multilingual Communication & Literacy

  • 4 Communicates clearly in Arabic/English for purpose & audience; sources integrated accurately.
  • 3 Meaning generally clear; minor lapses in register or citation.
  • 2 Meaning sometimes unclear; limited control of genre or conventions.
  • 1 Communication impedes understanding; sources misused or absent.

EG3 Critical Inquiry & Problem Solving

  • 4 Frames impactful questions, evaluates sources, reasons precisely, and justifies conclusions.
  • 3 Identifies a question, weighs evidence, and reaches plausible conclusions.
  • 2 Limited questioning; tentative or partially supported conclusions.
  • 1 Minimal inquiry; conclusions unjustified.

EG4 Technology & Digital Fluency

  • 4 Selects and audits tools (including AI) ethically; automates/visualizes appropriately; documents workflow.
  • 3 Uses tools appropriately with minor support; basic documentation.
  • 2 Tools used superficially or without regard to limitations.
  • 1 Tool use hinders task or violates guidelines.

EG5 Cultural & Civic Engagement

  • 4 Demonstrates deep intercultural understanding; designs solutions with community stakeholders.
  • 3 Shows respect and insight; contributes meaningfully to community tasks.
  • 2 Basic awareness; contribution limited.
  • 1 Stereotypes or disengages.

EG6 Collaboration & Leadership

  • 4 Facilitates equitable roles, feedback culture, and conflict resolution; elevates peers.
  • 3 Shares workload and feedback responsibly.
  • 2 Uneven participation or feedback.
  • 1 Detracts from team progress.

EG7 Project Execution & Professional Habits

  • 4 Plans milestones, meets deadlines, reflects, and presents to authentic audiences with polish.
  • 3 Meets most deadlines; adequate reflection and presentation.
  • 2 Irregular pacing; partial reflection/presentation.
  • 1 Missed deadlines; little reflection; presentation unclear.

Why this Arabic program (rationale + standards)

  • Comparable Islamic high schools run a four-level Arabic sequence with increasing target-language use and functional communication—our descriptions intentionally echo that model so transfer students and parents find a familiar structure.
  • Michigan’s World Language guidance is anchored to the 5Cs and Novice High as the credit benchmark; we exceed that by targeting Intermediate by Arabic III–IV (Michigan Merit Curriculum: World Languages Standards and Benchmarks)
  • ACTFL’s World-Readiness Standards + Can-Do statements drive our outcomes and assessments (backward design). (World-ReadinessStandardsforLearningLanguages.pdf)

Program Targets by Grade (following the standards of the American Council on the Teaching of Foreign Languages (ACTFL) Language Connects Foundations)

  • Arabic I (Gr 9): Novice-Mid → Novice-High (interpersonal & presentational)
  • Arabic II (Gr 10): Novice-High → Intermediate-Low
  • Arabic III (Gr 11): Intermediate-Mid
  • Arabic IV (Gr 12): Intermediate-High → Advanced-Low (for high performers)

Benchmarks use NCSSFL-ACTFL Can-Do statements for unit-level evidence (ACTFL | NCSSFL-ACTFL Can-Do Statements).