The Philippines faces a severe mathematics learning crisis, with national assessments revealing that most students lack basic numeracy competencies. While national data document this crisis, localized diagnostic assessment is essential for designing contextually appropriate interventions. This study assessed Grade 7 numeracy competencies in Salcedo Public Schools to establish the empirical foundation for targeted extension programming by Eastern Samar State University Salcedo Campus. The research employed a quantitative descriptive-comparative design analyzing secondary data from 364 Grade 7 students across all four public secondary schools in Salcedo, Eastern Samar, during the first quarter of School Year 2024-2025. Student proficiency in four fundamental operations—addition, subtraction, multiplication, and division—was measured using a 4-point scale with proficiency level descriptors: Below Basic, Beginning, Developing, and Proficient. Findings revealed hierarchical decline in proficiency as operational complexity increased: addition (58.79%), subtraction (30.77%), multiplication (28.85%), and division (22.25%). Approximately 69–78% of students performed below proficient level in subtraction, multiplication, and division, with substantial proportions at Below Basic and Beginning levels. Proficiency rates varied substantially across schools (8.33% to 89.74%), demonstrating need for differentiated intervention approaches. Most Grade 7 students demonstrated severe numeracy deficits requiring immediate intervention. The systematic erosion of proficiency across operations provided evidence of cascading failure wherein inadequate mastery of prerequisite skills prevents learning of dependent competencies. Recommendations include implementing multi-tiered intervention frameworks, developing school-specific protocols, prioritizing multiplication and division instruction, and establishing systematic progress monitoring.