Previous efforts at leveling the learning field for all students have not met with success. In 1955 Johnny allegedly could not read because of the "look-and-say method" of teaching reading; 26 years later he still could not read because most elementary schools continued to use the aforementioned unproductive system. Perhaps now is Johnny's real chance to "run" with the wind. The 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) allows school districts to spend up to 15 percent of federal special education dollars on early-intervention programs for students not identified as needing special education but who need extra support in the classroom. The law allows response to intervention (RTI) to be used as part of the process for determining if students have a learning disability. RTI is a potential method for ensuring that students are provided with instruction that is responsive to their educational needs. Through the RTI procedure, children with limited progress are assigned to specific evidence-based interventions designed to improve their behavior or rate of learning. Students who do not positively respond to the intervention may be considered to have a learning disability, making them eligible for special education services. The primary potential benefit of the RTI model is its efficacy for serving students whose instructional or behavioral needs are not being met. Children no longer need to attend schools where they wait to fail and become candidates for thorough evaluation for specialized education. With proper design and implementation of RTI, Johnny's schooling can become a continuum of successes and all stakeholders can see him "run" as he masters the curriculum. This presentation provides a compelling rationale for RTI, delineates its legal provision and means of financial support, elucidates its procedural tiers and framework, and addresses the extent of its use and success as a service delivery model. (Contains 2 figures and 1 table.)