From 8 employees to 85 employees

From 4 students to 44 students

From 4 golden retrievers to 19 golden retrievers 

It has been an incredible privilege to be part of the birth, development and ongoing growth of a new program. Prior to becoming a founding member of CALO (Change Academy Lake of the Ozarks), I had never had the opportunity to be a part of something of this magnitude, starting from the ground up. With Ken’s vision, Landon’s clinical strength and my admission’s background, we hit the ground running with the desire to make a difference by creating a program that met the needs of a small window of families with students needing a specialized program. A program designed to meet the students’ individual needs, rather than having the students try to fit into the mold of a generalized program.  In the last three years, I believe we have accomplished that and much more. Some of the key elements that make CALO special include:

·          Authentic Leadership that is accessible to our students and their families

·          Skilled, savvy, and  specialized therapists

·          Individualized and specialized approach to each student and their family

·          Amazing team of direct staff that are ready and willing to “go the distance” and “jump in the mud” with our students

·          Powerful and effective treatment model

·          Beautiful setting and facilities

·          Outstanding recreational and experiential therapy

·          Ongoing desire to grow as a program and be innovative in our approach to our students and their families

I count myself lucky to be part of such and amazing team and program. I value each family that calls on the phone and/or comes through our door. Each family that joins the CALO program joins the CALO family and becomes part of who we are, leaving a lasting impression of their time with us.

David Livingston grew up in Wichita, Kansas in a family of 5 including his twin brother. After graduation he attended college at Wichita State University.  David was married to Sheila and started his family working as a police officer in Wichita. He worked over thirty years with the Wichita Police Department and then relocated his wife and three sons to Southern California.  They lived in California for the next 30 years.  During that time, David and Sheila lead mission teams and medical missions all over the world through their ministry "Worldwide Compassion International".  Their work travels included Cambodia; Gambia, W. Africa; Bethleham; Sevastopol and Simferopol, Ukraine; Nepal; and Armenia, Mexico and Brazil.  David's work experience included Vice President of Wells Fargo security services.  David also owned Classic Wheels Corporation which provided antique automobiles made between 1907 and 1964 to the movie industry.   The 602 antique cars were used in many movies such as The Big Sting, Karate Kid, and Labamba.  

David and Sheila want to spend the next 20 years working with Christian organizations teaching familys to put their children first in their daily lives.  They believe that children are, "the vision we send into the future".

CALO doesn’t enroll students into our program, we enroll families. The family is an integral part of the treatment and healing process for all our students. As the primary attachment figures our parents/guardians play an active role in the treatment team and their child’s progress. At CALO, we strongly encourage our families to be on our campus at least every 6-8 weeks (more if possible and clinically appropriate) for individual family coaching visits. During these visits, as well as during family therapy sessions, family relationships and parenting are directly coached. Families are interactive in our milieu and participate in many of our experiential activities such as recreation therapy and canine training/therapy. Our leadership team, our therapists and our residential coaches are all part of this process. Attachment parenting is modeled and parents are directly coached on how to utilize and implement therapeutic touch, coaching and rhythm control in the home as it is utilized within the CALO program. Our campus is open to our families during “family time” and we invite our families to participate in their child’s treatment and healing process.

Family time is from 9:30 AM to 6:30 PM Monday thru Saturday and Sunday from 11:00 AM to 4:00 PM. Families are welcomed and encouraged to be on campus during these times. These times are set in such a way that we respect our students’ privacy in the morning hours as they are preparing for their day and in the evening hours as they are settling down and preparing for bed. The clinical staff and support staff at CALO are prepared to offer assistance to parents during these times.

As you consider placement for your child consider the active role you will play in this process. At CALO, playing an active role is an expectation of all of our families.

As a NATSAP (National Association of Therapeutic Schools and Programs) member CALO subscribes to the common mission of NATSAP members which is to promote the healthy growth, learning, motivation, and personal well-being of our students. The objective being to provide excellent treatment; treatment is rooted in concern for our students well-being and growth; respect for them as human beings; and sensitivity to their individual needs and integrity. Below is an outline of CALO’s Organizational Code of Ethics which helps to highlight our desire to best serve our students and families.

Organizational Code of Ethics

CALO is a member of the following professional organizations and ascribes to the principles of good practice and ethics of these organizations: More...

In its infancy, CALO sought and received Joint Commission Behavioral Healthcare accreditation. CALO sought accreditation primarily as a way to enhance our organization performance, focus on organization-wide quality improvement, increase our outside accountability, and support our families seeking reimbursement from outside payors such as private insurance, Medicaid, adoption subsidies, school boards, etc.

Joint Commission accreditation is the "gold-star" in the industry due to the stringency of the standards and the in depth on-site survey process.  The Joint Commission develops all its standards in consultation with behavioral health care experts, providers, measurement experts, clients and their families.  The standards-based performance areas for all behavioral health care organization are as follows:

Management of the Environment of Care; Management of Human Resources; Surveillance, Prevention and Control of Infection; Management of Information; Leadership; Life Safety; Medication Management; National Patient Safety Goals; Provision of Care, Treatment and Services; Improving Organization Performance; and Ethics, Rights and Responsibilities.

The Joint Commission's accreditation process concentrates on operational systems critical to the safety and quality of student care.  To earn and maintain accreditation as a behavioral health care organization, CALO must undergo an on-site survey by a Joint Commission survey team at least every three years as well as completing annual Periodic Performance Reviews.  The survey process and periodic performance reviews evaluate actual student care, treatment and services provided by tracing students through the continuum of care and analyzing the key operational systems that directly impact the quality and safety of student care.  All Joint Commission surveys are conducted by experienced behavioral health care professionals including psychologists, social workers, behavioral health care nurses and administrators.  The majority of the Joint Commission surveyors are actively working in a range of behavioral health care settings.  Surveyors must also pass a certification examination. 

CALO is proud to be accredited by the Joint Commission as a behavioral health care organization and continues to strive for ongoing quality improvement and accountability.

In late January, the CALO leadership and clinical staff had the amazing opportunity to attend the annual NATSAP (National Association of Therapeutic Schools and Programs) conference in La Jolla, California. The conference was held in a breathtaking setting at the Hilton, La Jolla Torrey Pines. From the serene blue of the ocean waves to the deep green of the grass the setting was more that an amazing especially considering the CALO staff had left behind the coldest winter in several years back in Missouri. The conference is a dynamic coming together of a variety of talented professionals in the industry. CALO’s focus in attending the conference was on enhancing coordination, communication and collaboration with other industry professionals and to learn what tools, skills, and treatment philosophies are working with other industry professionals. The conference was a great experience and allowed our staff members to connect with others who genuinely care about helping families to heal and grow. 

NATSAP as an organization values research and evaluation as a cornerstone of effective programming and advocacy as does CALO. NATSAP is committed to helping programs like CALO to access pertinent research information and to engage in the evaluation of their own programs. In this effort, NATSAP utilizes a standing research committee, publishes the Journal of Therapeutic Schools and Programs, and manages the NATSAP Research and Evaluation Network of which CALO is an active participant. CALO families participate in this research study following their students’ enrollment. The research program allows CALO to track treatment outcomes

Our staff feels privileged to apart of such a genuine, caring and intelligent group of programs and individuals striving to guide and support families through the healing process.

Writer James Truslow Adams was the first to coin the term "American Dream," writing in 1931 that it was "that dream of a land in which life should be better and richer and fuller for everyone, with opportunity for each according to ability or achievement." As noted in the initial blog a few months ago the recent events in our nation and the impact these events have had on the “American Dream” are requiring families to take a hard look at their finances. This is especially true when it is determined that their child needs residential treatment. Families are understandably anxious and tenuous in regard to their financial security and future. CALO continues to search for ways to help families by finding and securing outside full or partial funding sources.

Recent additions to our efforts include the following: 

CALO also works hard to help families secure all or partial reimbursement from their private health insurance provider. Families have had success in both areas while enrolled at CALO. 

While outside funding sources require an extensive amount of paperwork, time, and energy, the effort is more than worth it to support our current families and to provide a treatment option for families that otherwise would not be able to utilize CALO for their child.  

Please feel free to contact Nicole Fuglsang, Admissions Director for questions about potential funding supports in your area.

Shellie Gavette has been an employee since the day CALO opened its doors. She is a valued member of the CALO team. Shellie graduated from Eldon High School in May of 1998.  That summer she began working for the State of Missouri.  In August she went to school and received her Associate’s Degree in Business Administration.  While employed with the State of Missouri Shellie gave birth to her two beautiful children, James and Paige. In 2007 she met Dr. Ken Huey and learned about a new residential treatment facility opening in Lake Ozark, MO.  She was interested in a residential coaching position, but wondered if it would be a good fit.  She took a chance and joined the CALO team. She was soon promoted from a residential coaching position to a lead residential coaching position (also called a shift lead level I).  She enjoyed the learning experience that came with watching CALO’s growth in meeting the needs of both staff and students. She notes  “It has been the most trying and most rewarding job I have ever had”. After being a shift lead level I for nine months, she was promoted to a shift lead level II.  The promotion didn’t come easily, as with all staff there was a lot of training and countless hours of work involved.  During her time as a shift lead level II she was nominated Employee of the Year.  She stated, “This was a great accomplishment for me.  Who would have known I could grow to know so much and be great at what I wondered intially if I could do at all?  What an amazing experience this has been and continues to be”!

Shellie recently accepted the newly created position of Administrative Coordinator.  She assists the departments of admissions, human resources, academics; completes audits for licensure and JCAHO requirements and continues to learn and grow within CALO. She has also recently become engaged.  Shellie feels that she has accomplished many things in her life, saying “who could ask for more?  I have a beautiful family, an amazing fiancé, a great career, and wonderful relationships."

In the last 2 ½ yrs, I have been amazed how the physical plant at CALO has evolved. When CALO first came to this amazing site, located directly on the shores of Lake Ozark, it had huge potential but had not been developed. In the last 2 ½ years the physical plant has become absolutely amazing from the addition of a 30-ft climbing indoor tower and a 16 element ropes course to the development of the lakefront to include a sand volleyball court, bonfire area, deck, gazebo, boat & boat dock, and canoes. In addition, the students also helped to create a walking trail through the 15-acre property. This beautiful trail is utilized by students and canines alike

The evolution of the property continued inside the building. The 55,000 square foot building is designed to be bright, open and community oriented yet, the Leadership Team wanted the main milieu space to also feel warm and welcoming. The process began by hiring an interior decorator to help beautify and define the main milieu into smaller functioning spaces. The following community areas were created:  two student living rooms, two student study areas, an indoor gazebo area divided into four separate common spaces: two for entertainment (foosball & ping-pong) and two for lounging. A variety of seating areas throughout the milieu were also created during this initial development process.

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