I · INT · KITCHEN TABLE · TUESDAY 7:43 AM

Glendale Online Home School K-12

The seventh-grader is at the kitchen table. Tatik is pouring coffee. The math problem is sitting between them. The deal: she explains the steps in English, he asks his clarifying questions in Armenian. By 7:43 the problem is solved, the next one is on deck, and the school day is twenty minutes in. This is what an accredited K-12 online home school day looks like in a Glendale household where three generations and two languages share one hallway.

Pacing100% self-paced

ProgramK–12 accredited

Enrollment365 days a year

Counselor call15 minutes

CALL (888) 242-4262 Schedule the 15-minute call

Or request information. No commitment. No spam.

INT · GLENDALE CENTRAL LIBRARY · AFTERNOON

The K-2 reading sequence, and what stays at the kitchen table

Ch. II · The Day’s Work

For a Glendale K-12 homeschool student whose home is multilingual, the academic question isn’t whether the student will read English by the end of third grade. Armenian primary at the grandparents’. English-medium school by day. Sometimes Russian or Farsi or Arabic woven into the family’s history. The K-2 reading sequence handles English. The question is whether the home languages will still be alive when the student is ready to write an AP-equivalent literary analysis in eleventh grade.

Both happen. They’re not in competition.

The K-2 reading work is sequential and explicit: phonemic awareness, then phonics, then fluency, then comprehension. Built for the student who hears English as their first language at home, and built equally for the student who hears Armenian first and English second. The scaffolding adapts to where the student is in language acquisition. Around third grade the student stops learning to read and starts reading to learn, in English, fluently, at grade level.

Meanwhile, nothing at HSOA asks the family to stop. Nothing asks Tatik to switch to English for the seventh-grader’s benefit. The first language has its own life. Saturday lavash at the grandparents’ happens in Armenian. Phone calls to cousins in Beirut, Yerevan, Aleppo happen in Armenian. The student moves between languages the way a swimmer moves between strokes.

By high school, the student writes the literary analysis in English, on a cumulative record read at face value by other accredited schools, the same way it reads for any monolingual student’s record. By the end of the K-12 years, the student is sitting at a dinner table in Yerevan or Tehran or Aleppo or Adams Hill and the family is intact.

Two living languages. One cumulative record. The K-12 work doesn’t make the family choose.

By grade level

Browse courses by grade

Every grade has its own page with the subjects it covers. The counselor on the call walks through course selection in detail.

Early years

Kindergarten

Elementary · 1–5

Elementary

Middle · 6–8

Middle School

High · 9–12

Glendale online high school

III

INT · ONE HOUSEHOLD · ONE WEEK

A composite Glendale week

A composite Glendale household, drawn from many real families. Three generations under one roof. One K-12 student. A Saturday school that isn’t the Monday-through-Friday school. Two languages that take turns having the floor.

Monday. Tatik makes coffee. Mayrik leaves at 6:15 for a shift at Adventist. Hayrik checks the seventh-grader’s school login and heads to the office in Glendale. The student does reading and math 8 AM to noon while Tatik is the home presence. She can’t help with the algebra and she doesn’t pretend to — but she’s there. Lunch is half in Armenian, half in English. Afternoon: writing, science, social studies. Phone call with a cousin in Aleppo after school, in Armenian.

Tuesday and Wednesday. The rhythm repeats. Wednesday evening, parish school: midweek Bible study, sometimes a youth meeting. The school day shapes around the parish night, not the other way around.

Thursday and Friday. Shorter blocks, finishing the week’s targets. Friday afternoon the student is reading the book they wanted to read, not the one assigned.

Saturday. Armenian school. 9 AM to 1 PM. Language. Literature. History. Sometimes folk dance. Not a credit on the HSOA transcript — full credit toward the family’s cultural continuity. Lunch after.

Sunday. Long family lunch. Cousins. A football game in the background. Visit to a grandparent. The seventh-grader is allowed to rest because tomorrow the week starts again.

This is a week most Glendale families recognize. The variations are real. Adams Hill versus Verdugo Woodlands. The entertainment-industry parent versus the Adventist nurse. The recent arrival from Aleppo versus the family rooted on Brand since 1973. The rhythm is the same. Two languages. Two schools. One student. One record.

2 / 1

TWO SCHOOLS · ONE WEEK

Two schools, one week

The K-12 academic work and the Saturday Armenian cultural-continuity work, side by side. They’re not in competition. They’re complementary by design.

Monday through Friday

HSOA

Days: 5 days a week
Hours: 5 to 6 per day, self-paced
Subjects: Reading, math, writing, science, social studies, electives
Standards: American Curriculum framework, recognized academic standards
Credential: Accredited K-12 cumulative record; graduation credential at the end of twelfth grade.
Reads at: Other accredited schools, employers, the military, the workforce.

Saturday morning

Armenian school

Days: 1 day a week
Hours: 4 to 5, typically 9 AM to 1 PM
Subjects: Armenian language, literature, history, sometimes religion, sometimes folk dance or music
Standards: Diocesan or community curricula. Parental and parish oversight.
Credential: Cultural and language continuity. Not on the HSOA transcript.
Reads at: The grandparents’ kitchen table. The wedding in Yerevan. The cousin in Beirut. The next generation.

The cumulative record reflects only the HSOA work. The Saturday work isn’t supplemental and isn’t academic-credit-bearing — it’s the cultural inheritance the family is choosing to pass forward. Both belong on the calendar. Both belong to the student.

· IV ·

The cumulative record doesn’t ask which year you arrived. It records what the student did.

A note before the next chapter

EXT · BRAND LIBRARY VILLA · MORNING

A record that doesn’t ask when you got here

Ch. IV · The Document

Glendale families come to HSOA from a lot of starting points. The family that arrived from Aleppo in 1985 and built a life on Adams Hill. The family that arrived from Tehran in 1974. The family that arrived from Yerevan in 1998, when the post-Soviet wave reshaped Glendale’s east side. The family that arrived from Aleppo in 2016 and is still figuring out which apartment they’ll stay in for the long run.

The cumulative record doesn’t ask. It records what the student did.

By the time a Glendale K-12 homeschool student finishes the program, what’s on the cumulative record is the academic work: the courses, the GPA, the standards-aligned completion notes, the per-course descriptions a registrar reads on any accredited California high school transcript. Not the family’s immigration timeline. Not the languages spoken at home. Not the year Tatik baked the first lavash in the new kitchen.

By the end of high school the student earns a diploma with the school’s name on it and the student’s name on it. The same document a brick-and-mortar California high school issues. It opens the same doors the same way for every student who completed the K-12 work, whether the family arrived in 1974 or 2024.

01 / Read at face value

Other accredited schools read the cumulative record the same way they read any accredited California K-12 record. The transcript carries the student’s actual coursework, per-course descriptions, and a cumulative GPA against published standards, in the language a registrar reads on any accredited California high school record.

02 / Framework

American Curriculum framework. Coursework follows the American Curriculum framework. Honors and AP-equivalent options sit inside that framework for accelerated students.

03 / Standards-aligned

The coursework follows recognized high school subject standards. History, English, mathematics, laboratory science, world languages, visual and performing arts, and electives. The subject categories are mapped on the record as the student completes each course.

04 / Counselor letters travel too

Counselor letters and transcripts go where the student goes. When the family is ready, the counselor on the way out is the same counselor who knew the student through the K-12 work. The letter reads like someone who actually taught the student wrote it. Because someone who actually taught the student wrote it.

INT · STUDY · TWO SPEEDS

Two paces, one cumulative record

HSOA accommodates students with active IEP or 504 plans and works with families on the specific accommodations the plan calls for. The starting point for any Glendale family bringing an existing plan is a counselor call. The counselor reviews the plan with the parent, walks through how the accommodations land in the K-12 curriculum, and aligns the student’s pacing and supports to what the plan asks for.

For twice-exceptional learners, the self-paced mastery model does work that a fixed-grade classroom cannot. A student can be reading at an 11th-grade level and working through 6th-grade math at the same time, on the same day, without either pace becoming the wrong pace.

What HSOA does NOT do: replace clinical specialists, therapists, or service providers a family already works with. The school works alongside that ecosystem. Specific therapy hours, specialized assessments, and clinical evaluation stay with the providers the family already trusts. The school’s job is the K-12 academic work, accommodated to fit the plan and the student.

TIP

PRO TIP · FROM THE HEAD’S DESK

Ask one question to find out if a school understands your family.

If a school can answer this honestly, decide. If they can’t, walk away.

Tuesday morning. Your seventh-grader is at the kitchen table. Tatik is pouring coffee. The math problem is sitting between them. Tatik can’t help with Common Core algebra. She wasn’t taught it. She speaks English well enough for the bank and the doctor, but academic English isn’t her vocabulary. Your student is comfortable with both languages and is in the middle of a chain of multi-step reasoning. He stops, looks up, and asks Tatik a clarifying question. In Armenian.

What happens next?

In a brick-and-mortar classroom: he goes silent, raises his hand, and waits for a teacher who has thirty students and doesn’t speak Armenian and definitely doesn’t have the time. The thinking stops at the question.

At HSOA: the question is the next breath of the lesson. The student asks Tatik in Armenian. Tatik isn’t fluent in algebra but she IS fluent in patience, in asking “what do you mean?”, in being there. The student talks himself through the clarification at his own pace. The next step appears. He moves forward.

The math problem gets solved. The cumulative record gets the credit. Tatik gets to be Tatik. Nobody asked anyone to translate their grandmother.

That’s the test. That’s the school that understands.

INT · COUNSELOR’S OFFICE · TUITION TALK

The cost conversation

HSOA is a tuition-funded private K-12 school. The financial side is a real conversation, and the right place to have it is a counselor call, not a tuition table on a webpage. Costs vary by grade level, by course load, and by how a family wants to phase enrollment, so a single number on a page would be wrong for most people reading it.

01 / Access

Tuition is structured to be accessible. Payment plans exist. The counselor walks through what fits the family’s situation.

02 / Flexibility

Per-course flexibility. Families who only need part of the year, or a subset of courses, can usually structure enrollment that way.

03 / No surprises

No surprise fees mid-year. The cost of enrollment is the cost of enrollment. Materials shipped for hands-on science and the platform access are part of the program.

04 / External programs

External programs vary by state. California-administered programs that fund private-school education exist and change over time. HSOA’s eligibility is a question the counselor can take directly, not a promise made on the page.

For exact numbers and a written plan for your family’s situation: schedule a counselor call.. Fifteen minutes. No pressure.

VII

60-SECOND INTERLUDE

Sixty seconds with the Head of School

Sixty seconds on how HSOA works for Glendale families: the school year, the cumulative record, the counselor call. If video is not your thing, the rest of the page covers the same ground in writing.

A quick hello from the Head of School

Click to play · 60 seconds

VIII

INT · PHONE LINE · FIFTEEN MINUTES

The first fifteen

A K-12 school decision shouldn’t be made in an afternoon. The first fifteen minutes are a phone call with a counselor. If the family decides this isn’t the right school, that’s a real answer. If the family wants a week to think, that’s a real answer too. The door doesn’t close.

Pick a time

Talk to a Glendale counselor. We’ll call.

Fifteen minutes by phone.. No commitment after.

Mornings

8 to 11 AM

8:30 AM PT 10:00 AM PT 11:00 AM PT

Midday

11 AM to 2 PM

11:30 AM PT 1:00 PM PT 2:00 PM PT

Afternoons

3 to 6 PM

3:00 PM PT 4:30 PM PT 6:00 PM PT

Or call (888) 242-4262 directly. Same counselor, no slot needed.

Where we are

Glendale, California

A landmark for context. The school itself is online, available wherever a Glendale family lives or moves to.

Common questions

Frequently asked questions

We speak Armenian (or Russian, Farsi, Arabic) primarily at home. Will my student get the academic English they need by high school?

Yes. The K-2 reading sequence is built around the science-of-reading consensus and scaffolds to where the student is in language acquisition. By third grade the student reads to learn in English at grade level. The home languages stay at home; the academic English builds through K-12. By 11th grade the student writes the AP-equivalent literary analysis in English. Both languages grow.

My student attends Saturday Armenian school. Will the HSOA week fit around that?

Yes. HSOA runs Monday through Friday and is self-paced inside those days. Saturday is the family’s. The cumulative record reflects the M-F academic work; the Saturday cultural work belongs to the family and the congregation.

We just arrived from Aleppo / Yerevan / Tehran. Can HSOA work with my student who is still learning English?

Yes. The counselor reviews the student’s prior schooling and current English level on the call. The K-2 reading scaffolding adapts; the math, science, and content-area work meet the student where they are. The cumulative record reflects the work the student completes, not the year the family arrived.

Can my parents (the student’s grandparents) supervise the school day while I’m at work?

Yes. The school day doesn’t require a parent to teach. Tatik or Papik being a steady home presence — available for a clarifying question, the lunch break, a check-in — is exactly the supervisory role the model is designed for. The teachers and the counselor at HSOA handle the academic content; the home handles the home.

Will the cumulative record be recognized by other schools and employers?

Yes. The HSOA cumulative record reads at face value the same way any accredited California K-12 record does. Course descriptions speak the language a registrar reads on any accredited California high school transcript, and the record carries the student’s actual coursework and GPA against published standards.

How long is the counselor call, and what does it cost?

Fifteen minutes by phone.. No commitment after. The counselor walks through the student’s current situation, what the school year would look like, and what enrollment would actually take.

We work in entertainment (Burbank studios, Hollywood post-production) and the production calendar wrecks normal school schedules. Can HSOA fit?

Yes. Production calendars are unpredictable on purpose; the self-paced model handles unpredictable on purpose. A Glendale entertainment-industry family might compress academic work into pre-production weeks and lighten it during a heavy shoot stretch. The cumulative record reflects completed work, not the week it happened in.

Our family arrived from Syria more recently and our student’s formal schooling has gaps. Where does HSOA start?

Wherever the student actually is. The counselor reviews any existing records and the student begins the K-12 work at the level that matches their current readiness, not the grade their birth-year would suggest. Reading sequence, math sequence, and English-language scaffolding each move at the student’s pace. The cumulative record builds forward from where they are.

Helpful resources for Glendale & California homeschool families

A short reading list. Three pieces written by HSOA, four authoritative outside sources.

From HSOA

HSOA article

Trusted authority resources

NCES · U.S. govt ↗