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Rob and Dave tie in a 100m race, each taking 10 seconds to finish. Rob reaches his maximum speed in 2 seconds with a higher acceleration than Dave, who takes 3 seconds. Their accelerations and maximum speeds must be calculated to determine who would be ahead after 6 seconds.

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Rob and Dave run a 100-m race, crossing the finish line in a
dead heat, both taking 10.0s. They each accelerate uniformly(i
assume constant acceleration, yet different rates), but Rob takes
2.00s to reach his max speed, while dave takes 3.00s. Each
maintains their maximum speed for the rest of the race.
1) Find the acceleration of each runner
2) what are their respective maximum speeds
3) which sprinter is ahead after 6.00s, by how much

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RTI Special Education RTI Special Education Program Transcript [MUSIC PLAYING] NARRATOR: The following presentation features educators from an elementary school who discuss best practices for integrating special education into general education to assess, intervene with, and improve the educational experiences of their students. MERLE SCHWARTZ: So I feel inclined to say that, while we demonstrated an RTI meeting, at your school, you call it a problem solving team, which is terrific. And so my first question, really, is how did you get this model up and running? How did it start? How has it evolved? Ingrid, would you like to kick it off? INGRID WIEMER: Yeah, in our district, we've been under the belief that its best practice is to have a problem solving team to help general education teachers when problems arise with students, whether that's academic or behavioral or social emotional. So we've been doing teams like this in our district for probably over a decade. But where we slid into the response to intervention mode and formalized the process a little more was when special ed law was reauthorized in 2004. But a year or two before that, our district saw the trend that legislation was taking. And so we were proactive in getting together groups. And in our state, we have special education coops. And so they had written a grant called Principal-Led Problem Solving Teams. So they helped us and trained administrators in neighboring districts and districts that were part of the coop in this model. So I would say that we've been pretty proactive and started the response to intervention and problem solving teams even before the authorization came down. SUE BARKHAUSEN: And I would say here, at our school, we've been doing this problem solving team for about six years with a staff of over 50 people. Everyone has been trained in this problem solving process, particularly response to intervention. And what's wonderful about this is with everyone trained, we have volunteers who will volunteer to be on the committee. And so we were able to see that in our meeting earlier. BRIDGET BOOKER: Another interesting component-- thinking back nine years, when we started with the principal-led problem solving teams, we did do it throughout all the schools in our district. And so it was not just our school here. © 2016 Laureate Education, Inc. 1 RTI Special Education And I think, at our district in particular, because we are a high performing district, we had students that were struggling that wouldn't typically be considered special education students, but students that struggled academically among the peers in their school. And we really looked at trying to find interventions that would be general education in order to help them to be successful in their classroom among their peers here. And they would oftentimes be average students in other schools that were just struggling here in o.

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