The New Community School
4211 Hermitage Road
Richmond VA 23227
Mission Statement

The New Community School empowers bright, talented students who are challenged by dyslexia and related learning differences. The innovative and research-based college preparatory curriculum uses a customized educational approach to build skills in language and math and to foster academic and personal strengths - igniting the passions and gifts of unique minds.

Web and Social Media
Multi-Media Comments
See more pictures at our website: or on facebook
CEO/Executive Director Mrs. Nancy Foy
Board Chair Michael Bland
Board Chair Company Affiliation B&B Printing
Contact Information
Address 4211 Hermitage Road
Richmond, VA 23227
Telephone 804 266-2494
Fax 804 264-3281
History and Background
Year of Incorporation 1974
Financial Summary
Revenue vs Expense Bar Graph - All Years
Expense Breakdown Bar Chart - All Years
Projected Revenue $5,208,883.00
Projected Expenses $5,099,648.00
Additional Documents
Annual Report 2014-152015View
Admissions + Overview Brochure2015View
Legacy Society: Dickinson Greenwood Society2011View

The New Community School empowers bright, talented students who are challenged by dyslexia and related learning differences. The innovative and research-based college preparatory curriculum uses a customized educational approach to build skills in language and math and to foster academic and personal strengths - igniting the passions and gifts of unique minds.

"Words are such powerful tools. With a command of words, all seems possible. Without such command, all can seem lost. For the dyslexic child, even a small word can present a mountain of processing problems. Problems with language can-and do-break the hearts of dyslexic children. The New Community School is in the process of mending broken hearts." -VAIS Accreditation Review Team

For more than 40 years, New Community has been Central Virginia’s only secondary school devoted solely to restructuring the language skills of students with dyslexia while challenging their intellect and preparing them for college. 
According to the International Dyslexia Association, one in five school-aged children has a language-based learning disability. When not addressed, dyslexia can cause students to fall behind, especially as they move on to middle and high school, and expectations placed on their language abilities increase. Even worse, they often fail—over and over again—putting them at risk of drop-out, shattered self image and destructive behaviors.The National Council on Learning Disabilities reports that only 5% of learning disabled students go on to any form of higher education and that fewer than 40% will graduate from high school.
At New Community, students who have struggled in school discover new paths of learning in a caring, supportive environment. On average, nearly 94% of graduates go on to college.
Recent Accomplishments: We began the 2015-2016 school year with 146 students in grades 5-12, a nearly 50% increase in the last four years. 

Goals: Our current goals include exceeding an Annual Fund goal of $435,000 to subsidize operating expenses and provide financial aid support, strategic planning to shape and attain a vision of growth and continued evaluation of curriculum and best teaching methods.
Financial Aid: With 25-30% of our students receiving financial aid, we are committed to making our specialized education accessible for students with qualified need. More than 80% of monies raised through the Annual Fund are designated for financial aid disbursements. As the school continues to grow and as the economy works towards stabilization, New Community has experienced steady increases in requests for financial assistance.  $435,000+/year
Endowment: The school seeks to increase endowment support to enhance the educational program, support faculty compensation and professional development, increase financial aid, and provide stability in times of economic uncertainty.

Professional Growth:
New Community is deeply committed to educating the educators. The entire faculty gathers for weekly in-service meetings reflecting a broad knowledge of disciplines and differing cognitive and sensory learning styles. The school further supports teachers by subsidizing relevant coursework and membership in a professional organization and by pairing new teachers with a master teacher for a year-long mentorship. $75,000/year.

: Technology enables dyslexic students to overcome difficulties with the mechanics of written expression, closing the gap between skill level and performance. Computers and assistive technologies designed to reach students with learning disabilities enrich our educational program and provide encouragement for students as they discover how these tools can help them acquire academic independence. $40,000/year. 
Established in 1974 by parents and educators concerned about the lack of appropriate educational programs for dyslexic students as they entered middle school, New Community has remained dedicated to helping students with dyslexia succeed through improvement of basic skills, challenging academic courses, and activities that foster character development.
Beginning its operations out of donated church space with an initial enrollment of 27, the school will serve approximately 156 students in the 16-17 school year. The school moved to its current location in the Hermitage Road Historic District in 1981 and since then has expanded the 9 acre open campus with classroom buildings, a gym and an athletic field to our give students access to a complete learning experience.
New Community offers a unique combination of intensive remediation within a challenging program of college-preparatory studies. Instead of offering only accommodations that would foster continued dependence on others, New Community provides direct, multi-sensory and specialized instruction enabling students to improve their skills, build self-confidence, and become academically independent. Language remediation takes place in classes of 2 to 4 students and college-preparatory studies in classes of 6 to 8 students. Students also enjoy athletics, practical and fine arts, and a full program of student-life activities.
Far more than reversing letters, dyslexia plays havoc with the self-concept of young people who are otherwise intelligent and capable but have specific difficulty with reading, writing and spelling. Success in the right learning environment, surrounded by peers and teachers who understand them, can heal many wounds, strengthening self-confidence and repairing battered self-images.
By raising students’ language competency to a level commensurate with their intellectual potential and by rebuilding self-confidence, New Community has made a critical difference in the lives of more than 850 young people. 94% of graduates go on to college.  
New Community teachers average 9 years of teaching experience, and over half have a masters degree or above. They are trained in one of the most focused and intense ongoing teacher training programs in the state. Teachers frequently share their knowledge of dyslexia and learning disabilities with both public and private schools throughout the Commonwealth.
Accredited by the Virginia Association of Independent Schools, the school has earned recognition as a leader in the education of students with dyslexia. As an independent, non-sectarian, and nonprofit day school, New Community is accessible to dyslexic students of all races, creeds, ethnic origins, and socio-economic backgrounds.
CEO Statement
Our students are bright and capable. They come here to improve basic skills they were not successfully taught in earlier schooling. Unfortunately for them, the lack of the basic skills often takes a toll on both their performance and their self-confidence. However, our students are resilient and creative. Once they see their skills improve, they seem to sense they can do even more. With the right setting and support they are inquisitive, social and productive. Many are also artistic or athletic; all bring talents and diverse experiences and contributions to this school community.
-Nancy Foy, Head of School 
Board Chair Statement

When my son first entered The New Community School in 1998, neither he or I were sure of his future. I knew that he was bright and talented, and it broke my heart to watch him struggle at other schools. He and I were unsure of what to expect, but neither of us was prepared for the transformation that happened to him while at New Community. Today, almost 20 years later, he attributes his success in college, graduate school, and life to his time at The New Community School.

This is a place that truly transforms lives. Bright young people with dyslexia and related language-based learning differences are given the tools that they need to empower themselves to do great things, to fulfill their potential. They are given opportunities to succeed in academics, athletics, the arts, and more. Today, TNCS is helping more students than it ever has. We are in the process of building our first new academic building in more than 20 years, which will allow us to help even more students in more ways.

We have a vision of TNCS as a place that empowers minds that think differently and inspires tomorrow’s leaders and innovators. Thank you for helping us to realize that vision.
- Susan Quinn, Chair, Board of Trustees 
Areas of Service
Areas Served
In a specific U.S. city, cities, state(s) and/or region.
Metro Richmond
Tri-cities Region
Richmond, City
Chesterfield County
Colonial Heights, City
Dinwiddie County
Goochland County
Hanover County
Henrico County
Hopewell, City
Petersburg, City
Powhatan County
Prince George County
New Kent County
Northern Virginia
Southside Virginia
Southwest Virginia
The majority of students draw from the metro Richmond Area, but as central Virginia’s only college preparatory school for grades five through twelve devoted solely to educating students with language learning difficulties, we draw students from throughout Virginia. Some families have even relocated to the area in order to reverse the negative spiral that dyslexia can produce.
Board Chair
Board Chair Michael Bland
Company Affiliation B&B Printing
Term July 2017 to June 2019
Board of Directors
Board Members
Corynne Arnett Dominion
Michael G. Bland B&B Printing
John Chambliss The Fuse Company
Richard M. Clary MDRetired
Janet Deskevich Community Volunteer
Nancy Foy The New Community School
Debbie Gibbs The Steele Group Realtors
Ryan Hickey Allstate Insurance
Phyllis Huffman Community Volunteer
Michael J. Kerr Episcopal Diocese of Virginia
Craig Massey Evan Energy Investments
George McVey Virginia Council for Private Education
Caroline Morton Community Volunteer
Janet Peyton McGuire Woods LLP
Susan Quinn circle S studio
Lillian Saadatmand Community Volunteer
Amanda Surgner Community Volunteer
Katherine Whitehead Community Volunteer
Board Demographics - Ethnicity
African American/Black 0
Asian American/Pacific Islander 0
Caucasian 15
Hispanic/Latino 0
Native American/American Indian 0
Board Demographics - Gender
Male 6
Female 9
Board Term Lengths 3
Board Term Limits 2
Written Board Selection Criteria? Under Development
Written Conflict of Interest Policy? Yes
Percentage Making Monetary Contributions 100
Percentage Making In-Kind Contributions 2
Number of Full Board Meetings Annually 5
Risk Management Provisions
Workers Compensation and Employers' Liability
Automobile Insurance
Computer Equipment and Software
Directors and Officers Policy
Disability Insurance
Life Insurance
Medical Health Insurance
Accident and Injury Coverage
Boiler and Machinery
Commercial General Liability and D and O and Umbrella or Excess and Automobile and Professional
General Property Coverage
Special Event Liability
Umbrella or Excess Insurance
Standing Committees
Development / Fund Development / Fund Raising / Grant Writing / Major Gifts
Strategic Planning / Strategic Direction
Other Boards
The tables below contain information about other groups that advise this nonprofit on operations and projects.
Advisory Board Members
Ms. Sandra Bowen Secretary of Administration, Commonwealth of VA, Alumna Parent
Dr. Paul Gerber Ph.D.Professor, Dept. of Education, VCU
Ms. Barbara Guyer Ed.D.Professor, Marshall University, Consultant, Founding of TNCS
Ms. Jack N. Herod Executive Director, Retired, Virginia Association of Independent Schools
Ms. Diana H. King National Consultant, Retired, The Kildonan School
Ms. Anne B. Little Founding Trustee and Alumna Parent
Ms. Ruth H. Lund Co-Author of teachers' text, Keystone; Retired Master Teacher, TNCS
Ms. Durinda Massey Private Tutor, Retired TNCS Teacher
Ms. Charlotte Morgan Co-Author of teachers' text, When They Can't Write; Former Head of Instruction, TNCS
Mr. Edward A. Powell JrAssistant Secretary for Management, US Dept of Veterans Affairs, Alumnus Parent
Ms. Jean H. Proffitt Director of Evening Program for University College, University of Richmond
Ms. Elizabeth Howard Schmidt Founding Trustee and Alumna Parent
Ms. Nancy K. Scoggins Alumna Parent, TNCS
Mrs. Webb Smith Alumna Parent, TNCS
Dr. Joyce Steeves Ph.D.The Jemicy School, Johns Hopkins University, International Dyslexia Association
Mr. Erwin H. Will Jr.Retired President, Capitoline Investments, Alumnus Parent
Constituent Board Members
Mr. Jeff Erickson Capital One
Mr. Ryan Hickey
Mrs. Adrian Johnson
Mr. Chris Parsons Ed.S.Richmond Public Schools
Ms. Tricia Pruitt Lansing Building Products
Mrs. Lilian Saadatmand Community Volunteer
New Community is dedicated to providing financial assistance to students with qualified need. Class size, coupled with specific teaching strategies, is critical to remediating learning problems, leading to future independence and productive lives. Our low student-teacher ratio and highly trained faculty make the cost of a New Community education inherently expensive in the short term yet a bargain in the long term as we enable students to achieve academic independence and regain self-confidence, creating real change in the lives of young people with learning disabilities. Our active and committed Board of Trustees work tirelessly to make New Community accessible.
Beyond diverse socio-economic backgrounds, we are also accessible to dyslexic students of all races, creeds, and ethnic origins. We have made a concerted effort this year to increase diversity among our board leadership by first creating a board matrix to understand our current structure and then seeking candidates to fill identified needs in both perspective and experience. We are proud to have a mix of board members who are all deeply committed to the mission and closely connected to the school either as alumni, current or alumni parents, professional educators or community friends. Our Trusteeship Committee, led by George McVey, President of the Virginia Council for Private Education, carefully vets nominations with a visit to the school, examination of involvement with other nonprofits, and characteristics evident to ensure top leadership. The board also conducts a yearly self-evaluation.
Presidents of both the Parents Association and the Alumni Association serve as ex-officio members on the board and attend meetings regularly. In these ways the constituencies of the school stay informed about each other's activities and contribute to the vitality and vibrancy of the school community. 
Executive Director
Executive Director Mrs. Nancy Foy
Experience Nancy Foy brings a unique set of skills to The New Community School as a classroom teacher, an administrator, and a leader. She served as the Head of Lower School at Hilton Head Preparatory School in South Carolina. Prior to moving to Hilton Head, from 1984 through 2008, Nancy held a variety of positions at Collegiate, where she helped establish a Specialized Language Class program for dyslexic and LD students. As part of her studies to earn her Masters degree, Nancy worked with children at TNCS. Nancy has served on the Boards of the Virginia and South Carolina branches of the International Dyslexia Association.
Former CEOs
Mrs. Julia Ann Greenwood Sept 1977 - June 2012
Senior Staff
Mrs. Joy Buzzard Director of Finance and Operations
Mrs. Jessica DelMonte Director of Educational Technology
Mr. Eric Gobble Director of Athletics and Student Life
Ms. Gita Morris Director of Instruction
Mr. Adam Rothschild Director of Special Programs
Mr. Josh Roy Director of Middle School
Mr. Dan Stackhouse Director of Development
Dr. Carolyn Tisdale Dir. of Upper School, Dir. of Admissions
Full Time Staff 54
Part Time Staff 3
Volunteers 80
Contractors 9
Retention Rate 78
Organization has a Fundraising Plan? Yes
Organization has a Strategic Plan? Yes
Years Strategic Plan Considers 5
Date Strategic Plan Adopted Feb 2014
Management Succession Plan? Yes
Organization Policy and Procedures Yes
Nondiscrimination Policy Yes
Whistleblower Policy Yes
Document Destruction Policy Yes
Directors and Officers Insurance Policy Yes
Virginia Association of Independent Schools (VAIS)
Virginia Branch of the International Dyslexia Association (VBIDA)
Southern Association of Independent Schools (SAIS)
National Association of Independent Schools (NAIS) 
Virginia Association of Independent Schools1987
External Assessments and Accreditations
Virginia Association of Independent Schools2012
Rebecca Brock Richardson AwardVirginia Branch of the International Dyslexia Association2008
Description A secondary school for students with dyslexia (specific language learning disabled) in grades 5 through 12, combining intensive language remediation, college preparatory academic coursework, and a full and varied student life program.
Budget $2,500,000.00
Short Term Success
Parents and students see dramatic improvements in self-esteem  as they enter an environment where “now I can understand what I learn.” Realizing they are not alone and that they can succeed, children begin to again take learning risks and realize that here they will not be ridiculed but rather encouraged and guided to learn in the way they learn best.
Because each student has different strengths and weaknesses and because struggling readers respond differently to reading instruction, the Language Fundamentals program is designed to remediate specific difficulties. While their disability is addressed, content areas challenge students bright intellect with a rigorous academic curriculum. Grades better reflect students’ actual learning while not penalizing the student for poor spelling or handwriting resulting from his or her disability. Individual skill deficits are addressed and improvements measured in decoding, vocabulary, spelling, reading comprehension,  written expression, and mathematics.
2011 standardized testing revealed  that 91% of our students made at least 20 percentile gains in either math or language and 100% made at least 10 percentile gains. 14% of these students made extraordinary gains of at least 50 percentiles in language. This tremendous progress shows just how important the right learning environment is for students with dyslexia.
Long Term Success

At New Community, students become independent learners, able to overcome their learning disabilities to succeed in our language laden society. 85% of New Community graduates attend college and all are equipped with improved language skills and a better understanding of how they learn, tools they will use for the rest of their lives.


Uniquely committed to allowing any student who wants to play the opportunity to join a team, New Community offers a vibrant athletics program. What students discover on the athletic field is similar to what they discover in the classroom—that despite their learning difficulties, they can succeed.

Budget $25,000.00
Short Term Success Promoting cooperation, collaboration and communication, athletics are important at all schools. But for students with learning disabilities, athletics play an especially important role in helping students structure their time and build their self-esteem through successful socialization. This is all the more powerful when you have students with special athletic talents cheering along those who have difficulties with motor integration.
Long Term Success Many students with dyslexia have perilously low self-esteems having suffered humiliation because of their learning difficulties. Athletics offer a welcoming, inclusive environment that allows students to stretch themselves individually and to work together to build each other's strengths. Through athletics, many students discover opportunities to become a leader and it is on the court or the field that many life-long friendships begin.

The Summer School Program offers middle and upper school students from area schools an opportunity to improve basic skills in reading, writing, mathematics, keyboarding, and organizational/study skills through small classes with direct and individual attention.

Budget $3,500.00
Short Term Success

The most frequent comment from students and parents alike is that they learn there is a different way to teach/learn. Parents are surprised when their children who have typically associated school with all things negative, want to come to school.  Here learning is different. One parent noted, “the specialized, small group experience with peers on the same level and with learning style differences is invaluable for self-esteem in only 4 weeks.” 24% of students who attend the summer session later enroll in the school to turn short-term success into long-term learning.

Long Term Success

Designed to be remedial in nature, the summer program helps to improve basic skills that students will carry with them throughout their educational development. Equally important, students gain confidence and self-esteem. As one parent described, the program is “rewarding and life-long lessons are taught.”

Description TNCS offers summer classes for teachers, school administrators and parents that take an in-depth look at pertinent topics on dyslexia education enabling adults to learn what dyslexia is, how it manifests itself in and out of the classroom, and what strategies to use to increase the dyslexic persons’ chance for success in school and in life.
Population Served Adults
Budget $2,000.00
Short Term Success Teachers are able to implement new techniques in their own classrooms to better serve students with learning disabilities. Parents have greater knowledge and understanding of their children’s difficulties and are better able to advocate for their child in their current setting or to lobby for placement in a more appropriate environment.
Long Term Success

The educational community is better informed about and able to serve students with specific learning disabilities.

CEO/ED/Board Comments
We are a small school with a big mission. Our teachers know that students with dyslexia are capable of mastering the complex ideas that accompany a college preparatory curriculum. They help students determine their learning styles and become more active and efficient learners, allowing for ambitions to be achieved instead of lost.
We strive to remain ahead of the curve in understanding and remediating the challenges of dyslexia. With weekly in-service for our faculty and an intensive mentoring program for our new teachers, we devote considerable time and resources to staying abreast of current research and best practices. Our faculty works together to solve the individual puzzles of learning that our students present, helping students to succeed in understanding and managing their own learning.


Fiscal Year
Projected Revenue $5,208,883.00
Projected Expenses $5,099,648.00
Endowment Value $3,400,000.00
Spending Policy Income plus capital appreciation
Form 990s
IRS Letter of Exemption
Detailed Financials
Revenue SourcesHelpThe financial analysis involves a comparison of the IRS Form 990 and the audit report (when available) and revenue sources may not sum to total based on reconciliation differences. Revenue from foundations and corporations may include individual contributions when not itemized separately.
Fiscal Year201620152014
Foundation and
Corporation Contributions
Government Contributions$0$0$0
Individual Contributions$908,070$2,420,644$1,300,743
Investment Income, Net of Losses($111,136)$87,439$474,762
Membership Dues------
Special Events------
Revenue In-Kind$101,070$121,270--
Expense Allocation
Fiscal Year201620152014
Program Expense$3,456,122$3,136,047$2,530,456
Administration Expense$462,827$433,670$352,154
Fundraising Expense$349,585$336,932$259,992
Payments to Affiliates------
Total Revenue/Total Expenses1.351.501.36
Program Expense/Total Expenses81%80%81%
Fundraising Expense/Contributed Revenue17%14%20%
Assets and Liabilities
Fiscal Year201620152014
Total Assets$13,831,302$11,723,161$9,712,444
Current Assets$9,412,061$8,522,906$6,609,989
Long-Term Liabilities$22,300$58,585$47,316
Current Liabilities$2,390,896$1,726,067$1,693,896
Total Net Assets$11,418,106$9,938,509$7,971,232
Short Term Solvency
Fiscal Year201620152014
Current Ratio: Current Assets/Current Liabilities3.944.943.90
Long Term Solvency
Fiscal Year201620152014
Long-Term Liabilities/Total Assets0%0%0%
Capital Campaign
Currently in a Capital Campaign? Yes
Campaign Purpose The Building on Strengths Campaign will support the construction of a new academic building to house growth in the student body as well as expanded arts and electives facilities and a commons space for student collaboration. Additionally, the campaign will grow the endowment to support the long term maintenance of the new facility.
Goal $5,500,000.00
Amount Raised To Date $4,385,000.00
Capital Campaign Anticipated in Next 5 Years? Yes
State Charitable Solicitaions Permit
Solicitations Permit
Solicitations Permit ExemptionView
Organization Comments

A careful steward of our resources, we are proud to be debt-free and operate with fiscal responsibility. With small budgets but extreme dedication, we strive to make the impossible, possible. Our direct and transparent focus on our young learners enables changes that last lifetimes. We hope to grow our small endowment to help the school weather tough economic times like those we are currently facing and to help us continue to grow our top-notch educational program to enable students with dyslexia to unlock their bright futures.

Financial Notes:
The figure representing total income is used to project operations and does not include income coming from temporary or permanently restricted funds.
Market value is determined and monitored monthly.
Income and Expense projections are based on a preliminary budget. The final budget for the 16-17 school year will be approved by the board at the September 2016 board meeting.  
Foundation Comments
  • Financial information provided from audited financial statements.
  • Form 990 and audit prepared by Wells, Coleman & Company, L.L.P.