Stories
Meet Sara Lowe: Champion of Student Support & Enrichment at Aspen Country Day
September 5, 2025
For Sara Lowe, a classroom is never just rows of desks—it’s a collection of learners, each with their own story. At Aspen Country Day School, a long tradition of student support and enrichment is now entering an exciting new chapter under Sara’s leadership. Drawing on more than 20 years of experience and a deep love of literacy, she oversees a team that helps ensure every student is both supported and stretched to grow.
Originally from Pennsylvania, Sara has called Colorado home for the past 21 years. She holds a degree in elementary education from the University of Vermont and a master’s in educational leadership from the University of Scranton. She is also an associate-level dyslexia practitioner through the Orton-Gillingham Academy. Before joining ACDS in 2024, Sara served as vice principal of Aspen Elementary School and worked nationally as a facilitator for the LETRS (Language Essentials for Teachers of Reading and Spelling) program, training teachers in the Science of Reading.
“I’ve been fortunate to work with educators across the country, from big urban districts to small rural schools,” she reflects. “Those experiences shaped my philosophy: every student deserves the right support, at the right time, in a way that feels natural and seamless.”
A Vision for Support and Enrichment
Sara describes support and enrichment as the “scaffolds of success.” Some children need an extra boost to build foundational skills, while others need a push to stretch toward their highest potential. Either way, the goal is the same: to help each child understand themselves as a learner and feel inspired by the right amount of challenge.
“Support should never feel like a label. It should be so ingrained in learning that every child simply feels they’re getting what they need.”
Sara Lowe, ACDS Director of Student Support & Enrichment
“Success looks like working the support staff out of a job,” Sara explains. “When students know their learning profile, advocate for themselves, and have the tools to succeed independently—that’s when we know we’re doing it right.”
At ACDS, enrichment doesn’t mean being pulled out of class for something “extra.” Instead, it’s woven directly into the classroom: the books students read, the questions they ask, the projects they tackle. “Everyone gets enrichment, just in different ways,” Sara says.
How It Works: Data + Collaboration + Care
At ACDS, support and enrichment have always been rooted in knowing each child well. Sara is deepening that approach with a stronger emphasis on data, collaboration, and proactive communication. She and her team draw on a body of evidence for each student, starting with universal benchmarks like Acadience and MAP Growth assessments, along with classroom unit tests. From there, diagnostic assessments help pinpoint exactly where a child may need extra support—or extra challenge.
But data is only the beginning. Collaboration with teachers and families has long been central to the ACDS philosophy, and Sara is helping formalize this work through a new Multi-Tiered System of Supports (MTSS). Meeting regularly, the team will review student progress, problem-solve, and design next steps together.
“It’s never just one person making a decision,” she emphasizes. “We want families, teachers, and support staff all at the table, asking: ‘What’s going on here? How can we help this child grow?’”
Sara also prioritizes clear, proactive communication with families. “If you see something, say something,” she says. “Parents should always feel the door is open. I want them to know their child is seen, supported, and celebrated.”
Building a Seamless Experience
ACDS has long believed that support should never feel like a label or a pull-out that sets students apart. Sara is committed to strengthening that seamless experience, making sure support feels like a natural part of everyday learning.
“I don’t want kids to ever feel they’re ‘in support,’” she says. “I want it ingrained in everyday learning so that all students, whatever their needs, just feel like they’re getting what they need to be successful.”
That philosophy extends to enrichment, too. At her previous school, Sara introduced current events projects where students analyzed the news, formed opinions, and presented weekly updates—a leadership opportunity that sparked critical thinking. At Aspen Country Day, she hopes to add more experiences like these, layered into what students are already learning and sometimes reaching into the broader community.
Looking Ahead
Sara is focused on three things for the 2025-26 school year: supporting students, supporting teachers, and supporting families.
“I want our program to be world-class,” she says. “That means training our specialists deeply, staying at the cutting edge of pedagogy, and always growing our expertise. We have the capacity to do it—and I want Aspen Country Day to be known as a place where student support and enrichment are woven into our identity.”