AN ANALYSIS OF A HIGH SCHOOL THAT HAS ORGANIZED ITS RESOURCES TO MEET THE EDUCATIONAL NEEDS OF ALL OF ITS STUDENTS WAS DESCRIBED IN THE FIRST OF A SERIES OF THREE REPORTS. THE GARBER HIGH SCHOOL AT ESSEXVILLE, MICHIGAN, WAS DESCRIBED AS AN ORGANIZATION WHICH PERMITTED THE INDIVIDUAL LEARNER TO MOVE THROUGH AS MUCH SUBJECT MATTER AS HE CAN MASTER. DISCUSSION WAS PRESENTED ON (1) THE COMMUNITY, (2) THE SCHOOL, ITS ORGANIZATION AND OBJECTIVES, AND (3) THE ORGANIZATIONAL FEATURE STUDIED WHICH WAS THE MATHEMATICS DEPARTMENT. INCLUDED ALSO WERE DISCUSSIONS OF THE SCHOOL'S USE OF MEDIA FOR INDIVIDUALIZATION AND ITS SPACE AND FACILITIES. SOME OF THE INNOVATIVE PROCEDURES ADOPTED BY THE SCHOOL WERE (1) INDIVIDUALIZED INSTRUCTION, (2) MULTIPLE LEVELS OF INSTRUCTION WITHIN COURSES TO ACCOMMODATE SEVEN LEVELS OF GENERAL ABILITY, (3) NONGRADED PROGRAM, (4) CONTINUOUS PROGRESS OF STUDENTS, (5) FLEXIBLE SCHEDULING, AND (6) MOBILITY OF STUDENTS. FLOWCHARTS, ORGANIZATIONAL STRUCTURE, AND TABLES WERE INCLUDED. RELATED REPORTS ARE ED 010 575 AND ED 010 576. (RS)