ABSTRACT
Family–school connections between Latino families and schools have been the focus of Carpinteria COPLA efforts in Carpinteria. Since its inception, COPLA has undergone numerous phases of development resulting from organizational expansion in size, direction and influence. Three major phases characterize COPLA's development, Phase 1, establishing power base; Phase 2, structural changes in COPLA; Phase 3, redefining and redesigning COPLA. Throughout their work, COPLA members, parents and educators organized around the 'child' as the explicit focus with an implicit ethic of respect for the voice of membership which included people who attended meetings and represented themselves and other families. With the child as the center and respect and egalitarian ethic communication, COPLA moved forward. Although COPLA called itself an organization, it only required one criteria for membership, that people be involved with some level of schooling in Carpinteria.
