2025 Scholarship Winner Spotlight: Maria Avila-Silva

Today I’m spotlighting another one of our incredible Build A Better Future Scholarship awardees, Maria Avila-Silva. Maria’s project, called Pathfinders, was founded with the goal to help immigrant and English for Speakers of Other Languages (ESOL) students like herself build confidence and find access to the resources needed for post-high school education.

Maria resides in Florida, where she recently graduated from high school. She also completed two semesters of the Innovation Academy Program at the University of Florida. She will be attending Santa Fe College this fall, with plans to major in economics on the pre-med track. Maria and her family immigrated to the United States from Venezuela when she was in middle school, and her favorite treat is Cri-Cri, which is a chocolate bar from Venezuela. 

When Maria and her family moved here to the US, she remembers feeling isolated, alone, and unseen. She didn’t know the language and felt intimidated. Because of her experience, she had the desire to help other immigrant students so they did not feel the same isolation and confusion she did. She told me, “I didn’t want anyone to feel as unseen or unsupported as I once did. I wanted to make sure that every student, no matter where they came from or what their background looked like, could have a fair and equal chance at going to college and pursuing something they love. I knew that without guidance, that dream could be out of reach for many so I became the person I once needed.” Thus, the idea of Pathfinders was born. 

Maria began by speaking with teachers to get their feedback, then researched strategies on how to teach and motivate students. She wanted to create a safe space for the students who would come through her program. While her project didn’t have any large expenses, there were some costs that needed to be covered. Maria wrote, “I… covered the costs myself, from snacks to materials, using money from a part-time job. I wanted students to know someone believed in them enough to invest in them personally.”

Projects like this don’t come without their difficulties. For Maria, that meant trying to balance her project with her own academic responsibilities. She quickly learned strong time management skills, learned to prioritize, plan ahead, and ask for help when it was needed. 

As she learned to balance it all, the project grew and so did its impact. Not only did Pathfinders make a difference for immigrant and ESOL students, the general student body began to take notice, bringing more understanding and respect for the immigrant ESOL students. The students involved with Pathfinders became more confident— asking questions, getting involved, and finding a place in their school community. With Maria’s guidance and help, students in Pathfinders were able to apply for (and some even received) scholarships, apply to college, and find the resources they needed to be successful. This program created a family of students, who came together from different backgrounds, all with a common goal— to feel seen, included, and successful.

Though she is preparing to begin her college courses, Maria plans to maintain contact with her students, and to continue to be available to answer their questions about college, scholarships, and housing, or to simply talk through their concerns. Maria’s goal was to help students find their way and purpose, and in doing so, she also found hers. She said, “I made lifelong friendships and learned the true value of showing up for others. It taught me that action speaks louder than words, and that change doesn’t have to come from a big organization or a massive budget, it can start with one person deciding not to stay silent. It deepened my love for community work and affirmed that my purpose lies in using my voice to empower others. If I had the chance to do it all over again, I would, a thousand times over.”

What an amazing project, Maria! I have no doubt you made an incredible and lasting impact on the students you worked with and helped. Thank you for sharing your talents and passion with the students involved in Pathfinders, and for allowing us to get a glimpse into the amazing and powerful change you brought. We wish you the best of luck as you move forward with your college career!

Goals Aren’t Just for the New Year

3….2….1, HAPPY NEW YEAR!!! Whoa, whoa, whoa. Hold on there. It’s August, not January. 

You know the routine: a new year comes, and you excitedly set some goals or resolutions for yourself, only to have that excitement and motivation die out by February. I know I can’t be the only one who is guilty of this pattern. 

Now, I know that it’s August, and most people aren’t even thinking about their goals for next year quite yet, but hear me out. What if, as teachers, we encouraged our students to set a goal for this new school year? A _______ Grade Resolution, if you will (you fill in the blank with whatever grade you teach). What if we take the time to teach our students how to set a goal, plan an appropriate attack strategy, and execute said plan so that they can see how powerful goal setting can be? What if our students gained more confidence in themselves and reached goals they didn’t think they could? What if? 

I don’t know about you, but I don’t see a lot to lose here. Even if the goal isn’t reached, think about all that would be gained by trying! Confidence? Determination? Planning skills? I know I wouldn’t be mad if I made improvements in all of those areas! 

Before you go forward with this, let’s remind ourselves about effective goal setting. It isn’t super beneficial to simply say you want to achieve something; you need a plan of action on how you are going to achieve that something. The goal needs to be realistic, progress needs to be measurable, and there need to be some parameters established. Essentially, the intended end result should be planned out in SMART goal style, with the goal being specific, measurable, achievable, relevant, and time-bound. If students can plan a goal with these five areas in mind, their overall success will be much greater. 

Most of us teachers know what a SMART goal might look like in relation to our jobs, but what might a SMART goal look like for a fourth grader? Let’s look at an example and see what each step might involve.

SMART Goal: I will improve my reading level by two levels by the end of the school year.

Now, let’s break this goal apart by looking at each of the five areas:

S: Specific. This means that the goal is detailed, the parameters are clear, and there isn’t any confusion about what is to be achieved. In this example, this student wants to improve their reading level by a certain amount by a specific date.

M: Measurable. A solid goal is one that can be tracked or measured. You can create data of some kind to see where you started and where you end up. In this case, the goal is to increase reading level by two levels. This is an easily measured goal, as progress can be monitored, recorded, and charted. 

A: Attainable. When setting a goal, you need to be realistic. It would not be beneficial to set a goal that is so far out of reach, there is no possible way it can be achieved within the time frame you set. Using our example, if this student had said that they wanted to be reading on a college level by the end of fourth grade, it might not be super attainable. However, setting a goal to improve by two reading levels is going to be reached much easier. 

R: Relevant. A goal needs to be relevant to the person or situation. If setting a goal to exercise more, you wouldn’t want to include anything about increasing your reading level. The goal needs to make sense for the time, place, and person. In our example, it makes sense that fourth grade student would be setting a reading goal to improve their reading skills, because that is something that would be worked on in that area and at that time. 

T: Time-bound. Good goals need to have time limits. Obviously, it behooves all people to continually improve, but if a goal is to be measured and tracked, setting time limitations is helpful. In the example above, the student sets a time by which they want to have their goal achieved— the end of the school year. Having a clear end date can help the goal setter to plan accordingly. If they achieve the goal before the end date, great! If they need the full time they have decided upon, great! Setting a schedule can help motivate the person to continue working toward their goal, and to take steps along the way to push them toward their end goal. 

Having students create and plan their own SMART goals is a great way to start the new school year. It will give the students something to work toward and look forward to. Goals give a sense of purpose and direction. You might consider creating an outline of some kind for students to follow as they create their goals. Have them do regular check-ins regarding the progress they are making. Track that progress so that they can see that their work is paying off and really is moving them toward their desired end result. 

When they reach the end of their set time frame, have them evaluate themselves— did they achieve their goal? What kind of, if any, set backs did they encounter? If they didn’t make it to their goal, why? What kind of progress did they make? What did they learn along the way? 

Celebrate their efforts, and encourage them to continue setting and working toward goals. Perhaps you might even consider setting a class-wide SMART goal that you can all work toward together, fostering class unity and purpose. However you do it, consider incorporating SMART goal setting in your curriculum! Goal setting is a great life skill to have, and knowing how to properly set and achieve a goal will give students an advantage as they get older.