Parent/Student Handbook

8. Volunteering

All parents are asked at registration to volunteer 10 hours per year. A $100, post-dated check is collected at registration time and will be returned when the 10 hours are completed. The MIA volunteer program is to support the work of the teacher by assisting students with their classroom work or other activities. Volunteers work with children and school personnel in many ways, including tutoring, reading, arranging classroom activities, chaperoning field trips, assisting in school gardening, or helping in the office.

Community-oriented people are also encouraged to volunteer at the school to share their expertise. One of the biggest benefits of being a volunteer at MIA is to learn about the environment and education being offered, and to contribute to the making of a stronger Muslim community. Guidelines for volunteer work are available from the office.

9. Parent Teacher Organization (PTO)

MIA encourages the participation of parents in the continuous development and growth of the school. Mothers and fathers have been indispensable partners of the school since its inception. They have contributed a tremendous amount of time, effort, and money to ensure that their children receive a good and wholesome education. The PTO is governed by its respective bylaws and provides help to the school in every possible way.

ACADEMICS

Curriculum Overview

MIA provides instruction from Pre-K to 12th grades. The school keeps its goals and objectives at the heart of its curriculum. To that end, the school has developed academic programs in early childhood, elementary, and secondary education similar to what is offered by most private and public schools. The Quran, Arabic, and Islamic Studies Programs are designed to go hand-in-hand with the academic program to produce students who are rooted in faith, ethical living, social responsibility, and worldly success.

Instructional Programs

MIA’s curriculum committee maintains ongoing revision of instructional objectives, primarily driven by the teacher’s experiences and observations during planning and teaching. Teachers ensure that instructional objectives are grade appropriate and sequential. If the teacher notes difficulty in the student’s ability to grasp a concept or to learn a skill, or notices that a given skill or concept requires a more elementary skill which is not included in our scope and sequence, the teacher will make a note of it and bring it to the attention of the curriculum committee during committee meetings with teachers.

Recognizing that using one style of teaching reaches only a fraction of the students, the teachers utilize a variety of teaching styles, methods and materials. Teachers are encouraged to be flexible in their instructional procedures.

In addition, teachers evaluate students in a variety of ways to ensure that students have a complete opportunity to demonstrate their aptitude and performance. We recognize that some students articulate their knowledge well but find it harder to write. Teachers strive to ensure that students are assessed in a variety of ways for maximum results.

Quran, Arabic, and Islamic Studies:

An Islamic education for each child is the goal of Michigan Islamic Academy. It is achieved through both formal course work and role modeling. Three courses of study in each grade from pre-school through high school are designed to accomplish this goal:

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  Qur'anic Studies
  
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  Islamic Studies and History of Islam
  
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  Arabic Language
  

Reading Philosophy

The Michigan Islamic Academy staff views reading as being of vital importance. Deriving meaning from the printed word is an essential component to success in virtually every professional field. MIA strives at every instructional level to inculcate a love of books and the joy of independent reading. Reading provides a forum to deepen the scholastic sensibilities of the student, as well as enhancing knowledge of the world around us. Reading instruction consists of many skills:

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  Word attack
  
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  Phonics skills
  
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  Comprehension by using context clues
  

Elementary Instructional Program

1. Preschool Program

The MIA Montessori preschool program is committed to helping students discover themselves. It is designed to develop good Muslims and responsible human beings. In addition, the program prepares students religiously and socially to deal positively with the environment that awaits them beyond the school’s doors. The program seeks to optimize positive experiences and interactions for every child.

The Preschool provides a full-time academic environment for 3 and 4 year-olds who are toilet trained. Students in training pants are not considered toilet trained and cannot be admitted to the program.

The curriculum of MIA Montessori Preschool is based on the guidelines of the Montessori Association International. The program is individualized and offers hands-on curriculum delivered by experienced, well-trained staff. We offer a variety of teaching materials and methods, which enhance the child’s social skills while develop and refine his or her visual, auditory, and tactile perception. The curriculum stimulates children’s powers of observation, recognition, judgment, and classification. The child whose early education has been enriched by such methods is better prepared for later school and life. The curriculum includes:

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   Practical life activities that develop concentration, coordination, and independence
   
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   Islamic teachings and the Quran to help prepare them to be good Muslims
   
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   Sensorial activities to sort the impressions of the senses
   
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   Math to develop a logical mind
   
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   Language to link the child with society
   
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   Cultural activities to learn about the world’s wonders
   
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    Art and movement to express inner life
    
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    Physical education to develop gross motor skills and help children learn to cooperate
    

Michigan Islamic Academy’s preschool program is located in a cheery, colorful, spacious classroom where integration of academics, socialization, play, and Islamic values blend naturally.

2. Kindergarten through Second Grade

The early elementary program is the vital link between pre-school and higher-level abstract and original thinking. MIA emphasizes a rigorous core curriculum of basics built around a quality core of carefully scrutinized textbooks from well-known academic publishers. Our curriculum includes, in addition to Arabic, Islamic Studies, and Qur'anic Studies, reading, writing, spelling, math, science, social studies, physical education, art, and computer.

In all subjects each grade level is designed to build skills sequentially upon the experiences and abilities of the students. Objectives represent skills related to previous knowledge, demonstrated abilities, and expected performance. Each subject furthers the development of specific skills, which enhances the level of thinking and involves the learner in the process of his or her own emotional and social development. Materials, activities, and instructions attempt to engage students on every cognitive and emotional level to enjoy a varied learning experience, with thinking seasoned by the values and standards inculcated by Islam. One of the primary objectives of our elementary program is the development of life-long independent study habits in our students. This enables children to get the best out of their in-class experience, and to learn independently of their teachers. Math at this level emphasizes number relationships and quantities. Concrete examples, demonstrations and manipulatives are used to help students grasp the basic concepts. The language arts subjects begin in the primary grades with oral communication, phonics, word recognition, word attack, reading, and written expression.

MIA’s curriculum is implemented with innovation and enthusiasm by a first-rate teaching staff. We expect our students to work to their maximum potential, both at school and at home. Teachers encourage students to expand their learning horizons through exploration. Teachers incorporate the worldview of Islam into each field, whether through the introduction of great Muslim figures in the sciences or through the Qur'anic perspective on nature and humankind.

3. Third through Fifth Grades

The intermediate grades receive instruction where the primary skill-building left off. Teachers continue to ground students in basic skills, while grouping children according to academic achievement and need. Our reading program encourages reading for enjoyment and interest in addition to stressing comprehension and vocabulary acquisition. Progress is evaluated on the basis of daily performance and test scores. Basic writing skills acquired in the language arts classes are integrated in all areas of the curriculum. Capitalization, punctuation, sentence structure, spelling, and word usage are important language skills emphasized in the intermediate grades. In all subjects, teaching emphasizes exploration, research, demonstration, and presentation. Teachers use a wide array of media in accomplishing their task of introducing students to the world in which they belong. In addition, students are systematically encouraged to make predictions and assessments concerning the materials, events, and problems they observe.

Middle School Instructional Program

The distinguishing feature of middle school is its departmentalized approach to teaching and learning. Teachers specialize in various subjects, and students study the basic core subjects in depth. The curriculum prompts students to focus their thinking processes and allows them to develop into self-directed learners. Independent study assignments, reports, and activities permit students to utilize the resources available to them while seeking knowledge. They discover the conventions of independent learning in a variety of methods and subjects. Students are further given many opportunities to interact with their environment and to make the transition to individualized work.

In 8th grade, as students study the history, traditions, and struggles of American society, they naturally begin to evaluate their understanding of Islam, the world Muslim community, and the role of Muslims in American society. Vocabulary, writing, and grammar are also stressed in middle school, as students begin to express themselves and become individuals. Students who have grasped the rules of grammar and language usage begin to develop their own writing styles. Others are encouraged to adhere to the basic rules of grammar and usage throughout their coursework until sufficient skill allows them to branch out. Teachers become more exacting regarding logical thought processes and the ability to articulate one’s questions coherently. While teachers continue to review fundamentals taught in elementary, middle school allows students the opportunity to open up the world of literature, focus on science and math, and expand their personal vocabularies. Each subject requires mastery. In addition, teachers promote the investigative method of learning, in which the science fair participation has been an important component. Innovation and discovery remain the underlying stimulation for each project. Science labs have been incorporated into daily instruction for middle school students.

In physical education, students learn concepts concerning health, exercise, physical skill development, and team-oriented sports. All students are encouraged to participate fully in the course and to maintain a positive attitude toward physical development.

The creative arts unlock other approaches to thinking. Various forms of art are taught as alternative means of self-expression. Qur'anic calligraphy is introduced as an important element of Islamic culture. Crafts give the students an opportunity to develop useful and fulfilling skills.

In order to graduate, 8th grade students must have a G.P.A. of 1.5/4.0 or higher, and fail no more than one subject. If a student fails two or more subjects in eighth grade, he or she will not graduate to the high school level and will not be able to participate in graduation exercises. Eighth grade students who take summer school at a local school and pass all previously failed subjects may enroll in 9th grade the following school year.