Specifications include, but are not limited to: A. For professional learning, qualified offerors should provide multiple modes of ongoing professional learning to teachers, counselors, and administrators in the form of summer trainings, conferences, and workshops. Furthermore, division leaders implementing the system should have access to tools to build capacity of school-based educators to lead and facilitate said professional learning at the local level. B. For curriculum, qualified offerors should provide access to strategies for teachers teaching an accredited elective class that supports college readiness skill-building and all other core and non-core teachers in a school building. Curriculum for the elective class should include daily lesson plans that build the habits, skills, and mindsets to prepare students for the rigors of advanced coursework and college. Curriculum for core and non-core teachers should include high-leverage strategies that support college readiness skills such as writing, inquiry, collaboration, organization, and reading. C. For implementation support, qualified offerors should provide access to trained professionals who will conduct school visits, support division leaders, and offer coaching/mentoring throughout the phases of system implementation. These trained professionals should conduct classroom observations and offer ongoing coaching to schoolbased leaders and teachers.