EEMO Continuum Teacher Guide Hyde Schools • Character Framework
Understanding the HYDE EEMO Continuum
Teacher Guide
The Core Philosophy
The HYDE EEMO Continuum is an elegant, proactive framework designed to help students recognize how their immediate attitudes and choices directly influence their learning, behavior, relationships, and leadership. Instead of a punitive discipline scale, it teaches students that every decision moves them either closer to excellence or further away from it. This reflection encourages students to take ownership of their decisions and attitudes to embrace positive growth mindset.
The EEMO Spectrum
E
Excellence (starting point)
"I am making positive choices, meeting expectations, and demonstrating leadership." All students begin here each day/class.
E
Effort (growth mindset)
"I am trying, but I need to improve my focus, participation, or choices." Active engagement with room to refine.
M
Motions (passive state)
"I am going through the motions with little effort or engagement. My attitude needs to change." Compliance without commitment.
O
Off Track (intervention needed)
"My attitude impacts my choices and my choices disrupt my learning or the learning of others. I need support." Immediate correction required.
Elementary: The EEMO Wheel
Monitored across the entire school day with a central classroom wheel (clip down/up). Focuses on helping young learners understand that mistakes happen, but attitude adjustments allow immediate recovery.
Promotes mindset shifts & personal recovery.
Middle School: Character Targets
Embedded into every class period alongside learning and character targets. Students start each class at Excellence. Deductions are guided strictly by the lesson rubric to teach ownership, adaptability, and high standards.
Linked directly to daily character targets.
The EEMO Staircase: Reflective Accountability
Used division-wide to ask: "What attitude or action moved me here, and what can I do to return?"
Excellence 1st
Effort 2nd
Motions 3rd
Off Track 4th
Reflection Sentence Starters
Excellence: "I chose leadership today by..."
Effort: "I tried hard to focus, but next time I need to..."
Motions: "I was compliant but checked out. I need to..."
Off Track: "My action disrupted others. My recovery plan is..."
HYDE SCHOOL SYSTEM • FACULTY REFERENCE RESOURCE
EMPOWERING STUDENTS THROUGH ACCOUNTABILITY
EEMO Attitude Teacher Rubric HYDE SCHOOL SYSTEM • DATA & ASSESSMENTS
EEMO Attitude Assessment Rubric
Teacher-Facing Tool
How to Track Behavioral & Academic Data
Assess students dynamically during classroom activities. Observe key indicators across academic focus, community contribution, and responsiveness. Translate status into daily/weekly gradebooks using the point matrix.
Point Matrix
E: 5
E: 3
M: 1
O: 1
Learning Habit of Focus:
Focus Area E Excellence (5) E Effort (3) M Motions (1) O Off Track (1) Academic Focus & Work Habits Exceeds baseline; fully locked into tasks; seeks challenge; takes leadership in discussion. On-task and working; asks clarifying questions; maintains focus even with distractions. Completes tasks with minimal rigor; passive bystander; needs reminders to initiate work. Disengaged; does not start tasks; avoids work; creates distractions for self/others. Classroom Community & Collaboration Lifts peers; advocates for respectful culture; demonstrates absolute accountability. Collaborates politely; respects boundaries; listens to peer inputs and ideas. Passive or cliquey; fails to encourage peers; stays silent during group work. Disrupts learning; makes negative or non-cooperative comments; isolates peers. Directive Alignment & Execution Anticipates directions; aligns actions immediately; helps peers understand and follow directives. Follows directions on the first prompt; stays compliant throughout class activities. Complies slowly or half-heartedly; requires a secondary prompt or cue to follow instructions. Refuses directions; actively ignores prompts; delays class progress by defying instructions. Feedback & Self-Regulation Seeks critiques; responds to redirects immediately with humility & positive shift. Accepts redirects politely; corrects posture or actions instantly without argument. Requires multiple redirects for the same issue; exhibits slow or reluctant adjustment. Defiant or argumentative upon redirection; rejects help; refuses to change behavior.
Pro Tip: Actively guide "M" or "O" students using the Staircase Reflection sheet instantly.
HYDE SCHOOLS ACADEMIC & BEHAVIORAL EXCELLENCE STANDARDS
EEMO Attitude Student Rubric MY EEMO TRACKER & REFLECTION
HYDE SCHOOLS • STUDENT EMPOWERMENT SHEET
Name:
Date:
My "I Can" Success Standards
How I Work E Excellence E Effort M Motions O Off Track Focus & Work I can push myself to learn, ask deep questions, and help others do their best. I can pay close attention, complete all my classwork, and ignore distractions. I can follow along but I am not pushing myself or fully paying attention. I am distracted and not starting my work. I need help to focus on learning. Cooperating & Kindness I can lead group work and show kindness to ensure everyone is included. I can work well in groups, share ideas respectfully, and listen to my peers. I can work with my group but do not help much, or I only talk to specific friends. I am interrupting other groups, saying unkind things, or refusing to cooperate. Feedback & Adjustment I can actively ask how to improve and change my habits right away. I can listen to my teacher's feedback and fix my actions with a positive attitude. I need to be reminded multiple times to fix my behavior or focus on work. I argue or ignore my teacher when they try to help me fix my behavior.
The Staircase Reflection (To Be Filled Out by Student)
1. Circle your current step on the EEMO Continuum:
EXCELLENCE
EFFORT
MOTIONS
OFF TRACK
What attitude or action moved you to this step?
What can you do or change to move back towards EXCELLENCE?
My attitude is my choice, and I can always choose to grow.
Hyde Character Continuum
EEMO Sentence Stems Handout HYDE MIDDLE SCHOOL • STUDENT TOOLKIT
EEMO Sentence Stems
Student Handout
Own Your Choices: Use these sentence starters during conferences, self-reflections, or check-ins to explain where you are on the EEMO Staircase. Be honest with yourself about your choices in class, hallways, and school activities.
E – Excellence Leadership & Positive Impact
In Class
• "I took lead of my work by..."
• "I pushed myself to ask..."
• "I chose to help a peer who..."
Transitions
• "I set a good example by..."
• "I moved directly without..."
• "I helped clear path when..."
School-Wide
• "I stood up for respect by..."
• "I took responsibility to..."
• "I showed Hyde character by..."
E – Effort Growth & Active Trying
In Class
• "I stayed on task, even when..."
• "I struggled with this, but I..."
• "I fixed my focus after..."
Transitions
• "I caught myself talking and..."
• "I walked quickly because..."
• "I followed rules despite..."
School-Wide
• "I tried to cooperate with..."
• "I kept my cool when..."
• "I did my best to clean..."
M – Motions Compliance Without Heart
In Class
• "I was quiet, but I was not..."
• "I copied down work without..."
• "I stopped trying when..."
Transitions
• "I moved slow because..."
• "I just followed the group..."
• "I didn't encourage peers..."
School-Wide
• "I was physically there, but..."
• "I ignored others because..."
• "I did the bare minimum of..."
O – Off Track Support & Recovery Needed
In Class
• "I chose to distract by..."
• "I ignored redirects because..."
• "I shut down and refused to..."
Transitions
• "I was playing around during..."
• "I was in off-limits areas..."
• "I ran or pushed because..."
School-Wide
• "I was disrespectful to..."
EEMO Reflection Exit Ticket EEMO CLASS REFLECTION EXIT TICKET
Hyde Middle School Character Development
Name: Class:
1. Where on the EEMO Staircase did you end at the end of the period?
[ ] EXCELLENCE
[ ] EFFORT
[ ] MOTIONS
[ ] OFF TRACK
2. Why do you think this is so? Explain your attitude and actions:
3. What specific choice can you make next class to improve or maintain Excellence? If you did not fix your attitude, behavior, or decision by the end of class, write a clear 1-sentence plan to fix it tomorrow.
Are you willing to commit to your next step?
Yes, absolutely! No, I need support.
Who can best support you to ensure this next step is followed?
Teacher: Classmate: Friend: Leadership:
Cut Here to Separate Tickets
EEMO CLASS REFLECTION EXIT TICKET
Hyde Middle School Character Development
Name: Class:
1. Where on the EEMO Staircase did you end at the end of the period?
[ ] EXCELLENCE
[ ] EFFORT
[ ] MOTIONS
[ ] OFF TRACK
2. Why do you think this is so? Explain your attitude and actions:
3. What specific choice can you make next class to improve or maintain Excellence? If you did not fix your attitude, behavior, or decision by the end of class, write a clear 1-sentence plan to fix it tomorrow.
Are you willing to commit to your next step?
Yes, absolutely! No, I need support.
Who can best support you to ensure this next step is followed?
Teacher: Classmate: Friend: Leadership:
EEMO Character Vocabulary Handout HYDE SCHOOLS • SOCIAL EMOTIONAL LEARNING
EEMO Character Vocabulary Bank
Student & Teacher Tool
Elevate Your Language: Use this vocabulary tool to identify exact feelings, behaviors, and choices. Choosing clear, simple action words and descriptors helps you build self-reflection and communication skills during Hyde check-ins and discussions.
E – Excellence (Leading & Supporting Others) High Standard
Easy / Level 1
Kind Helper Leader Share Focus Polite Friendly On Time
Intermediate / Level 2
Cooperative Inspiring Motivated Respectful Responsible Encouraging
Advanced / Level 3
Role Model Trustworthy Initiative Integrity Team Player Accountable
E – Effort (Trying Hard & Staying Engaged) Growth Mindset
Easy / Level 1
Try Practice Listen Ask Improve Fix Learning Patient
Intermediate / Level 2
Working Hard Bouncing Back Concentrated On-Task Determined Problem Solver
Advanced / Level 3
Persistent Self-Correcting Adaptable Thoughtful Dedicated Goal-Oriented
M – Motions (Just Getting By & Daydreaming) Compliance Mode
Easy / Level 1
Sleepy Bored Waiting Sitting Following Quiet Tired Slow
Intermediate / Level 2
Just Copying Disengaged Passive Autopilot Uninvolved Shrugging
Advanced / Level 3
Uninterested Bare Minimum Mechanical Careless Half-Hearted Uncommitted
O – Off Track (Needs Support & Resetting) Action Needed
Easy / Level 1
Loud Angry Distracting No Quit Unkind Pushing Noisy
Intermediate / Level 2
Disruptive Defiant Disrespectful Uncooperative Arguing Ignoring
Advanced / Level 3
Out of Control Refusing Help Defiant Disruptive Hostile Unreceptive
Self-Reflection Writing Prompt
When filling out your exit ticket or self-evaluating your staircase level, select at least one intermediate or advanced word from this sheet that accurately names your choice. This shows mature self-reflection!
HYDE SCHOOL SYSTEM • INTEGRATED CHARACTER VOCABULARY
EEMO WORD BANK
EEMO Classroom Tracker Roster HYDE SCHOOL SYSTEM • DATA & ASSESSMENTS
EEMO Daily Tracker Roster
Class Roster Sheet
Teacher:
Class/Period:
Week Of:
Subject:
Point Reference Guide (Max Weekly: 25)
E: 5
E: 3
M: 1
O: 1
# Student Name L.H. # Mon Tue Wed Thu Fri Total (25) Ex Jordan Smith (Example) L.H.1 5 3 1 5 3 17 / 25 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
