COVINGTON — One of Covington's worst schools has taken the first steps toward real improvement. But a second school still fails to meet most state standards, according to state reports released Wednesday.

        First District Elementary was praised for “great progress” and Glenn O. Swing Elementary was skewered for poor teacher training, poor instruction and poor planning.

        While Glenn O. Swing was commended for providing a nurturing environment for students, much of the school day is not focused on instruction, the report says. Students aren't challenged, and teachers don't set high academic expectations for the children, most of whom come from poor families, the report says.

        “Some of the things that are pointed out in that report are very distressing,” said interim Covington Superintendent Jack Moreland. “Certainly there's empathy for the students, but it's almost an empathy with lower expectations, and I don't think that's acceptable.”

        By contrast, First District was applauded for improved planning efforts and foster ing a positive learning environment. The school received high praise for its efforts to match curriculum with state standards and for correcting gaps in instruction.

        The audits are the first of several school reviews in the district's second round with the state audit teams.

        All Covington schools were audited in May, at the request of the district. Since then, there has been a whirlwind of changes at all schools in the embattled district.

        After this fall's release of state test scores, five of Covington's eight schools fell into the lowest performance category, which required another state audit.

        Glenn O. Swing and First District, which had the two lowest scores of elementary schools in the state, were audited in mid-October, followed by Holmes Junior High, Ninth District Elementary and John G. Carlisle Elementary. Results from those audits will come next week, and early indications show that those schools have shown progress similar to First District.

        The audits evaluate schools on nine standards in instruction, school environment and efficiency. Within those groups are several indicators, for which schools are placed in one of four categories: novice, apprentice, proficient and distinguished. The state's goal is for all schools to be proficient.

        First District was ranked as either apprentice or proficient on about 85 percent of the 88 indicators.

        Glenn O. Swing was ranked as novice and apprentice on nearly all of the standards.

        District administrators said they were encouraged by First District's improvement but disappointed in Glenn O. Swing's review.

        Not all will progress at the same pace, Mr. Moreland said, and there's still a long way to go on the district's road to reform.

        The state audits give the dis trict a “cookbook approach” to its improvement efforts, with specific recommendations to enhance instruction, teacher development and use of resources.

        First District Principal Karen Lyon said she was pleased with her school's progress in just a few months, but the staff must keep tackling its weaknesses.

        Ms. Lyon credits her school's improvement to its planning and goal-setting process, which involves every staff member. Everyone has input, so all take ownership in the plan's success, she said.

        “When you get everyone involved, then instead of finger pointing, they come together and work together,” Ms. Lyon said.

        School officials at Glenn O. Swing were unavailable for comment.

        Both First District and Glenn O. Swing were criticized for not challenging all students and not providing enough training for teachers. Both need to improve their use of technology and variety of instruction techniques. And both school councils aren't adequately monitoring their budgets.

        At Glenn O. Swing, the lack of training for teachers was hit hard by state auditors. Instruction and assignments don't foster high levels of thinking. Lessons are dominated by lectures and checklists. Teachers need help in analyzing student work to improve lessons, and some need more knowledge of the subjects they teach, the report found.

        And there's little evidence that improving teachers' skills is a priority. The school's long-term plan is not focused on student achievement, and it doesn't address the professional needs of teachers, the report says.

        Glenn O. Swing's highest praise went to its family resource center, which focuses on the students' well-being at home and school. Meaningful relationships are fostered between students and staff, and there's regular contact with families, the report says.

        “It's not that the adults don't care about the kids ... it's that many of these low-performing schools have become accustomed to making adults comfortable instead of focusing on what children need,” said Tom Peterson, the state's associate commissioner of leadership and school improvement.

        “Until you have a culture that all children can learn and succeed, you're not going to go forward much.”

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