Frequently Asked Questions

eLuma offers a range of mental health services that support students’ well-being. These services range from whole-class guidance lessons (tier 1) to one-on-one virtual sessions targeting the student’s specific individualized needs (tier 3). These services, including small group instruction/intervention (tier 2), can be provided for general education students and students with Section 504 plans or individual education plans.

Many of our customers report the most success setting up the assessment station in a room or office off a classroom or the main school office. This will allow for sightline supervision of the student while still giving them privacy to complete the session.

While eLuma currently does not have a curriculum, we recommend using a social-emotional learning (SEL) curriculum that adheres to CASEL standards and fulfills individual state SEL competencies.

We provide synchronous and asynchronous classroom instruction delivered by qualified professionals using their preferred SEL curriculum and offer instruction guides to aid district staff in facilitating discussions.

Professional Development and SEL lessons may not be recorded. We want to ensure that all of our information is up-to-date and timely. Therefore, we will not allow access to record any sessions.

eLuma partners with major publishers, including Pearson, Riverside Insights, ProEd, WPS, and more, to deliver an assortment of industry-leading online assessments. Additionally, you are welcome to share access to any assessment materials that can be delivered virtually to the service provider working with your district/school.

In many ways, virtual school psych assessment looks very similar to in-person assessment. The examiner verbally presents most items to the student, while visual items are shared via screen share. For any subtests that require the student to write in a Response Book, the Response Book will be mailed to the school site before the assessment. A document camera will allow the examiner to observe the student’s work in the Response Book.

The examiner will also include the typical validity statement in the evaluation report describing the student’s attention level and engagement throughout the assessment. Breaks, rewards, and validity statements are included to maintain engagement and ensure accuracy in evaluation reports.

eLuma school psychologists follow research-based recommendations for remote assessment set out by the National Association of School Psychologists and the test publishers. Similar to any in-person assessment, the school psychologist will include in their evaluation report a validity statement that reflects on the student’s engagement and participation in the testing session. School psychologists use multiple data sources, including standardized assessments, teacher and parent reports, classroom data, grades, etc., to guide eligibility determinations.

The use of facilitators during standardized assessment sessions varies based on student independence. In every case, the goal will be to minimize the time another person is in the room with the student. Some students need minimal assistance, while others may require help with tasks like finding the correct start page for each subtest.

In these cases, the examiner may group all tests requiring the Response Booklet together, and then the facilitator would not be needed once those are completed. In rare cases, continuous supervision may be necessary. The examiner will document the facilitator’s presence in their evaluation report and note that it was required to complete the assessment.

The contractor assigned by eLuma plays a pivotal role in conducting Functional Behavior Assessments (FBAs), developing Behavior Intervention Plans (BIPs), and providing student behavioral support. They collaborate with school staff to gather data, lead the IEP team in completing FBAs, and create tailored BIPs to address identified behaviors. The contractor also establishes measurable behavioral goals, designs data collection systems for monitoring progress, and offers training and consultation to ensure effective intervention implementation.

In these cases, the examiner may group all tests requiring the Response Booklet together, and then the facilitator would not be needed once those are completed. In rare cases, continuous supervision may be necessary. The examiner will document the facilitator’s presence in their evaluation report and note that it was required to complete the assessment.

In a virtual setting, progress monitoring for mental health services includes collecting observational data during counseling sessions, tracking the frequency of desired behaviors, and assessing responses to role-play style questions.

Screening instruments are used periodically to gauge a student’s present level of performance. At the same time, questionnaires and data collection forms may be sent to school staff and caretakers to assess the student’s ability to generalize emotions and behaviors across settings. These methods help mental health providers understand students’ progress and tailor interventions to support their well-being.

Yes!

Currently, we provide case management services only for students receiving teletherapy support from one of our Speech-Language Pathologists.

Our licensed providers can bill for school-based Medicaid on behalf of the school for teletherapy services.