Welcome, Jwack!
I'm sorry that I don't have direct knowledge of any of the schools in your area, but I do have some thoughts to throw into the mix.
1. In addition to providing appropriate academic challenge, are you looking for a school that will merely accommodate his dyslexia (e.g., 50%/100% extended time, speech-to-text, etc.), or one that will offer skills remediation for the written expression challenges that you describe (which sounds more like dysgraphia), and possibly subtle ongoing word-level reading needs (the stealth dyslexia)? These will lead to different menus of schooling solutions.
2. Think about the range of schooling structures that will work for your family situation and your child's needs. For example, is homeschooling an option? Would a one-to-one school work (e.g. Fusion Academy)? Does it need to be more-or-less five-days-a-week and standard school hours? Do any of the public or private schools accessible to you have a hybrid option (partial days in a school, and partial days with a private tutor/homeschool, or selected classes in-school, and selected classes tutored/homeschooled).
We are one of the many families who found homeschooling to be a good solution for a profile similar to that of your son. In our case, the compensated dyslexia and dysgraphia passed grade level function only after middle school. We started using a home-based Orton-Gillingham spelling intervention (remediating the dyslexia from the spelling side rather than the reading side) around 2nd grade, and completed it during 7th grade. Many years later, there are quite a few other resources available for the same function, some of them self-paced and online. We also chose a focused, targeted writing curriculum not tied to any of the other content areas, which we used from fifth through eighth grades, for lessons of no more than 15 minutes a day. For all other reading and writing tasks (including math), we accommodated with read-aloud, human-scribed dictation or assistive technology (text-to-speech/speech-to-text).
There are others on this forum who have had experiences with one-to-one schools.
3. Consider that a good-enough solution that prioritizes one of the exceptionalities and then relies on afterschooling to support the other exceptionality might actually be good enough for a time.
