The planning phase of the Hartford Effective Schools Initiative (HESI) is described and evaluated in this report. Data were gathered from interviews held with 21 teachers (7 from each of 3 elementary schools), paraprofessionals, building administrators, the project coordinator and building leader participating in the project, and 6 nonparticipating teachers. The duration of the summer project was for a period of 6 weeks. Institutional profiles on each of the schools' effectiveness characteristics and the number of teachers participating for the various HESI training periods (6 weeks, 1 week, no training) were supplied by responses to the Connecticut School Effectiveness Questionnaire. Data regarding student achievement in grades 2-6--broken down by teacher and by scores from the Metropolitan Achievement Test--are presented. Conclusions drawn from the data indicate the areas of weakness to be: (1) description of the content and goals of the training, (2) lack of focus for paraprofessionals, and (3) parent training. Areas of strength are determined to be: (1) design of the project, (2) voluntary participation, (3) extrinsic rewards, and (4) selection of trainers. Three references, 7 figures, and 16 tables are included in the report. (WTH)