THE OBJECTIVES, PROCEDURES, AND USE OF RESOURCES THAT CHARACTERIZE THE MATHEMATICS DEPARTMENT AT THE GARBER HIGH SCHOOL AT ESSEXVILLE, MICHIGAN, WERE DESCRIBED IN THE SECOND OF A SERIES OF THREE REPORTS. THE MAJOR OBJECTIVES WERE (1) TO PROVIDE ALTERNATE VERSIONS OF THE FUNDAMENTAL SUBSTANTIVE AREAS TO ACCOMMODATE SEVERAL LEVELS OF STUDENT ABILITY, (2) TO PROVIDE STUDENTS WITH THE MEANS TO PROGRESS THROUGH SUBSTANTIVE MATERIAL AS INDIVIDUALS, INDEPENDENTLY FROM EACH OTHER, AND (3) TO PROVIDE A CURRICULUM FROM MATHEMATICAL CONCEPTS WHOSE RELATIONSHIP WITHIN THE DEPARTMENT AND WITH OTHER DEPARTMENTS IS UNDERSTOOD. THE PROCEDURES EMPLOYED INCLUDED (1) SETTING STUDENT EXPECTANCIES, (2) TEACHING CONCEPT MASTERY, (3) HELPING STUDENTS BY INSTRUCTIONAL ASSISTANCE, (4) USING STUDY GUIDES, (5) GROUPING STUDENTS, AND (6) SWITCHING BETWEEN COURSES. THE FUNCTIONAL SPACE AREAS INCLUDED (1) CLASSROOMS, (2) DEPARTMENT OFFICE AREA, (3) LEARNING RESOURCES AREA, AND (4) TESTING AREA. MEDIA USED IN THE DEPARTMENT AND PERSONNEL ROLES WERE ALSO DESCRIBED. RELATED REPORTS ARE ED 010 574 AND ED 010 576. (RS)