In Part 1 of this series, the authors briefly reviewed some challenges inherent in using standardized tools with students who are not well represented in norming data. To help readers clearly conceptualize the framework steps, the authors present two case studies that showcase how a nonstandardized approach to assessment can be individualized to meet the needs of learners who may not be well represented in test norming samples. Using the framework outlined in this article series, nonstandardized assessment practices can promote more equitable outcomes, ensuring that evaluations consider all contextual information and individualize data collection. This approach intentionally elevates student and family input while minimizing reliance on standardized measures. In doing so, this nonstandardized assessment practice framework promotes equitable and socially just evaluation processes, which can lead to appropriate and effective interventions.