The Family Foundation School

In my life before The Family School I was extremely self-centered. I hurt everyone around me to get what I wanted and got a lot of negative attention by acting like a psycho. I had no interest in God because he probably didn't want me to steal, lie, cheat, or use substances.

A.C.

My life became unmanageable early on. I was kicked out of 8th grade for drinking and drugging, and a year later was thrown out of 9th grade for the same reasons. I also owed thousands of dollars in gambling debt and spent my life running from those I owed money to.

A.H.

Before FFS, my life was unmanageable and out of control. I was shooting heroin, selling drugs, stealing, and lying to my parents. I did anything to blind me from reality because I hated who I had become.

C.B.

At home I was an overeater and extremely overweight. Going to school was the last thing on my mind. I stayed home and slept all day, then got up and stayed out all night. I was rude and disrespectful and had fits of temper.

D.W.

At home I perfected the art of quitting. My attempts at sports, school, and relationships amounted to nothing but pathetic stories because I never followed through. I did not like myself and wanted to escape the judgment of others.

J.C.

My life at home was full of lies and deceit. I became part of the tough crowd in middle school, and in high school I was in and out of detention, got into bad relationships, ran away and was sent to a psych ward.

J.G.

To put it bluntly, I was a drunk. I didn't care about my family, or God, just drinking and smoking. I was drug-tested for the first time at 12, at 13 I was in outpatient rehab, and at 15 I was sent to wilderness and then to The Family School.

J.M.

I was 15 and my mother was driving me to the hospital. She was crying, but all I could think of was what a good job I had done not eating. I felt no remorse, only the desire to leave and continue killing myself.

M.R.

I am an alcoholic and a drug addict who couldn't live life on life's terms, so I drank. When my dad was diagnosed with cancer, I was introduced to heavier drugs and started stealing and selling his pain medication.

R.B.

I was empty, angry, miserable, and lonely at home, and used any means possible to numb my feelings. I dropped out of school. Nothing really mattered, and I was quickly using up my friends and family.

V.K.

English

Ninth Grade English

This course provides an introduction and a working understanding of grammar, spelling, vocabulary, writing, and literature. Students apply the basic concepts of English through creative writing and personalized discussions of poetry, short stories, and engaging works such as Romeo and Juliet, To Kill a Mockingbird, The Hiding Place, and The Hobbit.

Tenth Grade English

Composition, grammar, and literature are the focus of this course. Grammar study is directly linked to writing applications with an emphasis on constructing more lucid and vivid compositions in a variety of styles. Literature selections include authors such as Dickens and Shakespeare, which introduce students to reading prose that offers more complexity in characterization, plot, and theme.

Regents English 11

While continuing to refine the skills of grammar, usage, and mechanics, this two-semester course emphasizes the critical analysis of literature and prepares students for New York State's exit-level Regents Examination in English. Special attention is also given to developing essay-writing skills so that students are well prepared for the more intensive writing requirements of 12th grade English.

Twelfth Grade English

In this final two-semester course students will read, discuss, and write essays about six to eight major works, including one section on poetry. Major works include Canterbury Tales, King Lear, Hamlet, and The Power and the Glory, and selections that complement our character education curriculum such as That Hideous Strength, The Return of the King, and selections from the Old and New Testament. Students will also do a research paper during the year. Students will routinely study and be tested on selected vocabulary and spelling words as well as grammatical concepts and rules. Student essays will be expected to reflect a level of analysis that conveys cause and effect concepts, relationships among characterization, theme, plot, setting, and language; historical, personal, and cultural influences; and universal and archetypal ideas. Students will also be expected to do in-class presentations of readings and speeches.

English Faculty

Aleta Kahn Aleta Kahn English Department Chair

B.S., City College of New York
M.A., Columbia University

Aleta joined The Family Foundation School as an English teacher in 2001 with a background in alternative and rehabilitative education, speech pathology and language disorders. In addition to her teaching responsibilities, she currently oversees curriculum development as the English Department Chair. Outside the school, Aleta performs regularly with the Lakeside Players and Act Underground, local area theater groups, and is active in the Nonviolent Communication movement. Aleta has two grown daughters and a grandson, and lives in Honesdale, Pa.

Jan Cheripko Jan Cheripko English Teacher

B.A., St. Thomas Aquinas College

A career writer, editor and journalist, Jan began working part time at The Family Foundation School in 1986 and full time in 2000. In addition to teaching English, he conducts Living Skills and philosophy classes, and is the family leader of FFS Talbot House. He has also served as principal of the FFS middle school. A celebrated author of award-winning books for children and young adults, Jan has addressed audiences throughout the country and abroad on at-risk teens, addiction, and writing. He lives with his wife, Valray, and daughter, Julia, in Bethany, Pa. where he sits on the Borough Council.

Chris Stein Chris Stein English and Journalism Teacher

New York University

Chris has been teaching journalism and English classes at The Family Foundation School since 1997, and has taught history and math classes as well. With his background in editing, printing and publishing, he oversees production of the award-winning student newspaper The Family Times and the FFS yearbook. He is also advisor to the Student Government Association, has served as a family leader, and is a volunteer ESL tutor outside the school. Chris, who has six children, enjoys motorcycle riding and spending time with his youngest son, David, still at home.

Sidney F. Parham, Ph.D. Sidney F. Parham, Ph.D. College English Teacher

B.A., English, Washington and Lee University
M.A., English, University of Virginia
Ph.D., Drama, Tufts University

In addition to his administrative responsibilities and heading up the drama department at The Family Foundation School, Sid also teaches college English classes, specifically "Masterpieces of Literature" and "Myth, Legends, and Sacred Literature." In directing the annual spring play since joining the faculty in 2000, Sid has also introduced both students and audiences to numerous classical playwrights, most recently Moliere, Anton Chekov, Jean Giraudoux, and Dorothy Parker. He resides on campus with his wife, FFS administrator Rita Argiros and their two German shepherds.

Gregory Milunich Gregory Milunich English and Special Education

B.A., History, Mansfield University
M.S., Special Education, Grand Canyon University

Greg joined The Family Foundation School in 2010 from the Harpursville (New York) Central School District where he served as a substitute teacher and co-director in their drama department. In addition to teaching FFS English classes, Greg directs the school's special education program and is in the process of expanding the special ed. services available to students. Off campus he is an avid photographer and currently the co-administrator of the Binghamton Photogroup. Greg and his wife Stephanie live in Vestal, NY. 

Fully 100 percent of Family Foundation School graduates are accepted to college or other post-secondary institutions, thanks to our high academic standards (passing grade is 75%), our small classes, and the tremendous learning support students receive from the teachers and peers.