1. Short title This Act may be cited as the Customized Approaches to Providing And Building Independent Lives of Inclusion for Transition-aged Youth Act of 2019 or the CAPABILITY Act of 2019 . 2. Findings Congress finds the following: (1) Good transition services are critical to the success of youth with disabilities transitioning from school to employment. (2) Federal law, including the Individuals with Disabilities Education Act and the Workforce Innovation and Opportunity Act, require that schools and adult disability systems (including the State vocational rehabilitation agency (or agencies), the State developmental disabilities agency, the State mental health agency, and the State Medicaid agency) collaborate to ensure the successful transition of students from school to competitive integrated employment. (3) The Workforce Innovation and Opportunity Act requires States to provide preemployment transition services to students with disabilities, with the goal of assisting with the transition to competitive integrated employment. (4) Despite the goals of Federal laws, schools and State systems continue to have challenges transitioning students with intellectual, developmental, mental health, and other significant disabilities and such students continue to achieve the goal of competitive integrated employment at far lower rates than their non-disabled peers and even peers with other disabilities. Only 24 percent of transition-aged youth with disabilities are employed and only 21 percent of youth with intellectual or developmental disabilities are employed (according to Cornell University). This leads to fewer adults with disabilities working. The most current data indicate that while 74 percent of working age adults with no disability are working, only 35 percent of adults with disabilities, and only 25 percent of adults with cognitive disabilities, are working (according to the American Community Survey). (5) Schools and State systems should have knowledge and expertise in the range of evidence-based