This study examined the literacy levels, extent of academic leadership, digital competency, and implementation of the Learning and Development (L&D) in ARAL Reading Program in public elementary schools in Lopez West District for School Year 2025-2026. A quantitative descriptive design with comparative and correlational analyses was used. The respondents included the 27 school heads and 168 ARAL tutors, teachers, and coordinators selected through total enumeration and purposive-criterion sampling. Data were gathered using CRLA and PHIL-IRI results, school profile records, and validated research-made questionnaires on academic leadership, digital competency, and L&D Plan implementation. Frequency count, percentage, mean, median, weighted average, paired sample t-test, and Spearman rho were used in analyzing the data. Findings revealed that most schools were small, had limited reading specialists, and showed moderate compliance with school-based reading programs. Literacy results improved from pretest to posttest in both CRLA and PHIL-IRI, although several learners still remained in lower reading levels. Academic leadership practices were generally effective, while ARAL teachers and coordinators were found competent in digital competency. The designed L&D Plan was highly implemented by the school heads. Significant differences were found between the pretest and posttest literacy levels, which confirmed the positive effect of ARAL on learners’ reading performance. However, no significant relationship was found between literacy levels and academic leadership, nor between literacy levels and digital competency. The study concluded that a contextualized L&D Plan is needed to strengthen reading intervention, data-driven leadership, monitoring systems, and applied digital pedagogy in ARAL implementation.