Your students need more support.
Your teachers shouldn’t have to carry all of it.
Jump Start helps Palm Beach County schools add high-quality tutoring capacity while we manage the people, operations, support, and visibility behind it.
- Serving South Florida since 2018
- K–12 academic support
- School-based tutoring
- District-approved provider
- Title I funds eligible
Sometimes a school doesn’t need another program.
It needs another capable adult beside a student.
Schools are being asked to improve outcomes while teachers, interventionists, administrators, and support staff are already carrying enormous workloads.
Jump Start gives schools additional tutoring capacity without asking the existing school team to recruit, prepare, schedule, support, monitor, and manage an entirely new tutor workforce.
- We recruit.
- We assess.
- We prepare.
- We support.
- We learn from the work.
Using your Title I funds
Your teachers don’t need replacing. They need reinforcement.
Palm Beach County Title I schoolwide plans can include tutoring and academic intervention. Some schools use their own teachers. Some use out-of-system tutors. Some use both.
Jump Start gives you another option: add tutoring capacity without adding another program for your staff to operate. Your teachers keep doing what they do best. We build and manage the capacity around them.
Your school team
- Identifies priorities
- Shares curriculum and student needs
- Collaborates on intervention
Jump Start
- Recruits
- Assesses
- Prepares
- Schedules
- Supports
- Tracks attendance
- Manages coverage
- Documents sessions
- Learns what works
- Reports back
Already a Palm Beach County district-approved tutoring provider.
No new vendor search. Title I availability and allowable use depend on each school’s approved plan and available funds.
Miami-Dade Case Study
8 schools.
10 weeks.
The eight schools Jump Start was assigned to support entered the implementation rated D or F.
Approximately ten weeks later:
The eighth reached C+, only a few points shy of a B.
School performance is shaped by many people, interventions, and factors. Jump Start was one part of that work.
The results were visible.
So was the work underneath them.
Throughout the implementation, Jump Start tutors were documenting what was actually happening with students: session notes, attendance, reflections, academic progress, student engagement, instructional adaptations, check-ins, interventions, and what needed to happen next.
That evidence gave Jump Start something an end-of-program report cannot:
A view into the decisions being made while learning was happening.
What great tutoring actually looks like.
The most important tutoring decisions rarely show up on a timesheet.
From the Field · Miami-Dade
“He knew the answer, but he didn’t know how he got there.”
Tutor reflection · Week 4
A student was reaching correct answers he couldn’t explain. Marlene began asking him to narrate his choices — Why did you choose that formula? — shifting the work from practicing for correctness toward understanding his own thinking.
12% → 74%
Documented proficiency progression by Week 10
What Jump Start could see
From the Field · Miami-Dade
The lesson wasn’t working.
So Michelle changed the lesson.
Michelle noticed her students were exhausted by the end of the school day, and another conventional reading lesson wasn’t landing. Instead of labeling them disengaged, she adapted the delivery — bringing music and movement into the lesson while preserving the academic objective.
Documented evidence
Session log: May 21 · 95% attendance documented for the relevant implementation context · Supported by assistant-principal feedback
What Michelle noticed
From the Field · Miami-Dade
Great tutoring means very little if the tutor doesn’t show up.
Schools shouldn’t have to become the operations department for their tutoring vendor. During the Miami-Dade implementation, Jump Start’s system detected a missing tutor check-in and a substitute was dispatched — without the school having to discover the problem and chase the vendor.
Documented evidence
Automated check-in record · Dispatch timestamp · School/principal feedback
What the school experiences
Across eight schools, the records surfaced patterns
60%
reduction in time-to-completion on multi-step problems during the final three weeks.
98%
session retention after students entered the second week of the program.
Observed implementation data — patterns we watched, not proof of singular causation.
The school experiences the tutoring.
Jump Start manages the infrastructure underneath it.
In their words
Don’t take our word for it.
“I highly recommend Jump Start Tutoring for any district, school system, or organization seeking a reliable, well-prepared, and student-focused tutoring partner.”
Monica Evans, Ed.S
District Supervisor, Instructional Support · Educational Transformation Office, Miami-Dade County Public Schools
“Their team has shown a genuine commitment to helping students succeed academically and has been a valued part of our afterschool programming.”
Magaly Prezeau, MPH
CEO / Executive Director, Community Access Center
Traditional tutoring reports tell you that the session happened.
We want to know what happened inside the session.
Jump Start tutors document
- attendance
- skills worked on
- student engagement
- session notes
- what worked
- what didn’t
- student support needs
- academic progress
- what should happen next
Leadership can also see
- tutor check-ins
- observations
- coverage needs
- compliance
- follow-up
- school-level patterns
- academic outcomes
The next session shouldn’t start from zero.
The system preserves what the work produces — so every session leaves evidence for the next one.
Jordan R.
Grade 7 · Reading
Session note · Week 4
“He got the answer right but couldn’t explain how. I asked him to walk me through his choice instead of moving on.”
Daily work → evidence → better decisions.
We look beyond the résumé.
Knowing the content matters. But tutoring also requires judgment — what someone does when a student shuts down, when the explanation isn’t working, when a student needs confidence before instruction. Before placement, Jump Start’s Lived Experience Assessment (LEA) helps us understand how a tutor tends to make decisions, adapt, build trust, and respond to difficulty.
Before the school
LEA
How someone tends to operate
Inside the school
Sessions + observations + reflections + outcomes
What they actually do
Over time
Better support · Better placement · Better decisions
We don’t stop at predicting who may be a strong tutor.
We watch what happens once they’re actually in the school.
Powered by Vero Learning’s human-capabilities framework.
You shouldn’t have to wonder what’s happening in tutoring.
Jump Start’s school reporting is designed to give leaders useful information without burying them in operational noise.
Monthly School Report
Sample Middle School · March
128
Sessions delivered
94%
Student attendance
23
Students served
100%
Tutor coverage
Skills being worked on
- Multi-step problem solving
- Explaining reasoning aloud
- Reading fluency & stamina
Student wins
- 3 students moved up a reading level
- Attendance up for 5 students
- 2 students began attempting work independently
Students needing additional school support
2 students flagged for follow-up — attendance barriers and a possible classroom accommodation to review together.
Recommended next steps
- Align tutor focus with upcoming unit plan
- Coordinators check-in with 2 flagged students
- Continue current schedule
The school sees what helps it support students. Jump Start manages tutor workforce intelligence underneath.
You can spend tutoring dollars on hours. Or build capacity around every hour.
Your teachers should remain central to student support. Jump Start adds something different: more capable adults, plus the infrastructure that makes each hour more likely to happen, more useful when it does, and more informative for what comes next.
| Capability | School-run tutoring | Traditional tutoring vendor | Jump Start |
|---|---|---|---|
| Adds tutoring capacity | |||
| Provider manages staffing & coverage | — | ||
| Assesses tutor judgment before placement | — | varies | |
| Captures what worked with each student | varies | varies | |
| Carries learning into the next session | varies | varies | |
| Gives the school actionable visibility | varies | varies | |
| Learns from real tutor decisions over time | — | varies |
Your Title I investment doesn’t only buy tutoring hours. It builds capacity around your students — without asking your team to carry another operation.
You bring us the students.
We help carry the operation.
Understand the Need
We learn about the students, academic priorities, schedule, and school environment.
Build the Team
Jump Start recruits, assesses, prepares, and matches tutors.
Run the Work
Tutors teach. Jump Start manages scheduling, documentation, support, coverage, and oversight.
Learn & Adjust
Evidence from actual sessions helps the team understand what’s working, what needs attention, and where support should change.
Jump Start is a district-approved provider — eligible Title I funds may be used for this work.
I built Jump Start because I’ve spent much of my life thinking about who gets seen as capable.
I grew up Haitian-American and went from Florida State to Emory and eventually the University of Cambridge. One of the things education taught me is that ability and recognition are not always the same thing.
I founded Jump Start in 2018 because I wanted more students to have someone beside them who could see what they were capable of becoming.
Years later, that same question led me to build Vero Learning — and now those two bodies of work come together inside Jump Start. We don’t only want to put another adult in the room. We want to put the right adult beside the student, and give that adult the support to keep getting better.
Chrissybil “Sybil” Boulin
Founder, Jump Start Tutoring Center + Vero Learning
University of Cambridge · Forbes 30 Under 30
Tell us what your students need.
You may already know exactly what kind of support you want — or you may simply know that some students need more time, more attention, or another capable adult in their corner. Start there.
We’ll help you determine whether Jump Start is the right fit and what support could look like at your school.
What the conversation looks like
- You tell us about your students, schedule, and priorities.
- We tell you honestly whether Jump Start is the right fit.
- If it is, we design the support around your school — not the other way around.
District-approved provider. Eligible Title I funds may be used for this work.
Prefer to skip the form?
Book a time with Sybil directlyOr call (954) 440-5787Or email admin@jumpstarttutors.com