This study investigated the relationship between coordination skills, digital intelligence, and the reading program performance of public elementary schools in the Division of Santa Rosa City. Literacy coordinators play a key role in implementing reading interventions, yet limited research has examined how their coordination skills and digital intelligence affect program outcomes. Using a descriptive-correlational research design, the study surveyed 61 literacy coordinators from 18 public elementary schools with validated instruments (Cronbach’s alpha = 0.76). Descriptive statistics showed that literacy coordinators generally agreed on the importance of coordination skills (M = 3.45) and digital intelligence (M = 3.27). Pearson correlation analysis revealed low and negligible correlations between coordination skills and digital intelligence, coordination skills and reading program performance, and digital intelligence and reading program performance. However, regression analysis demonstrated that coordination skills and digital intelligence collectively accounted for 21.10% of the variance (R² = 0.211, F = 15.763, p = 0.000) in reading program performance, indicating that coordination skills significantly predict program performance. These findings highlight the need to enhance professional development programs focused on resource allocation, data collection and management, and digital literacy to strengthen coordinators' capacity to improve program outcomes. Future research should explore additional factors influencing reading performance, such as instructional practices, parental involvement, and community engagement strategies to gain a more comprehensive understanding of the determinants of reading success in public elementary schools.