Much attention has been paid to the role of effective instruction in classroom settings and there is compelling evidence that teacher clarity, student engagement, feedback, and active supervision are keys to student success. In positive behavior interventions and support (PBIS) schools, these principles are applied school-wide with students receiving supervision, engagement, and feedback regarding behavior in all areas of the school. As an assessment of typical interactions in common areas, trained coders observed school personnel across elementary through high school levels as they were stationed in hallway and cafeteria settings. Results show very low rates of engagement and feedback but relatively high rates of active supervision. These data are described in detail, compared to published rates of similar behaviors in the classroom, and discussed in terms of strategies for increasing effective instructional practices across all areas of the school.