This document is a plan for tracking students' social growth by the college resident assistant and for evaluating the students' growth and the resident assistant's performance. The plan, based on Bloom's Taxonomy of Affective Cognitive Processes, includes a clarified purpose, objectives for implementation, shared assessment values, and continuing strategies for advancement along the continuum of development. According to this plan, resident staff agree on stages of development and evaluation of the stages, and strategies are developed to help students' development. Seven stages are described for a student's integration into the campus community. It is proposed that a student develops by coming to: (1) know that others recognize his campus presence; (2) feel wanted; (3) realize that significant others know him; (4) feel accepted; (5) become involved in the community; (6) feel committed to the community; and (7) provide service or leadership to the community. An amplified taxonomy by Sharon Royster giving behavior and conversation characteristics for each stage is included. A personal taxonomy development chart and a completed example are also provided. (ABL)