Michigan Technical Islamic Academy empowers students through a rigorous, industry-informed technical and academic education grounded in Islamic values. We cultivate critical thinking, innovation, character, and service to others. Through meaningful projects, emerging technologies, and opportunities to earn recognized credentials, our students develop the skills and integrity needed to excel in college, careers, and community leadership.
Vision:
To nurture God-conscious (taqwa-driven) young Muslims who invent, build, and serve—integrating ihsan in character with excellence in modern science, engineering, and innovation.
Our Core Values
- Taqwa — Awareness of Allah in intention and action
- Ihsan — Excellence in character, effort, and workmanship
- Amanah (Integrity) — Honesty, trustworthiness, responsibility
- Adab (Conduct) — Respect, manners, and disciplined behavior
- Curiosity — A passion for learning and discovery
- Excellence — High standards in academics and innovation
- Service — Commitment to uplifting the community
- Stewardship of Creation — Caring for the world as a divine trust
What Makes MTIHS Unique
- Integrated Islamic and technical curriculum
- STEM and engineering pathways aligned with Michigan’s future workforce
- Design labs, research projects, robotics, coding, and applied engineering
- Use of AI and modern technology with strong ethical grounding
- Professional habits and leadership development
- Real-world projects that students publish or present
- Community service and civic engagement woven into learning
- Arabic and English literacy development
- Small classes, caring teachers, and a values-based environment
Our Graduate Profile
A graduate of MTIHS is expected to become:
- A God-conscious Muslim with strong character
- A confident communicator in English and Arabic
- A critical thinker and problem solver
- A technologically fluent creator
- A community-minded citizen
- A collaborative leader
- A skilled project manager ready for the real world
Why an Islamic High School?
Many teenagers become disconnected from Islamic teachings during their high school years. Establishing a dedicated Islamic high school is essential to help students maintain their faith and identity.
When Islamic values are reinforced during these formative years, students carry them confidently into college and adulthood.
This is why we are building an Islamic high school with a strong technical and STEM-focused curriculum — to integrate faith, academics, and real-world readiness.
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).